Titlebook: Handbook of Curriculum Theory and Research; Peter Pericles Trifonas,Susan Jagger Living reference work 20230th edition Curriculum Theory.

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2197-1951 ucationand how curricular research and practice have developed over time. This includes the epistemological foundations of dominant ideas in the field around theory, research and practice that have led to margi978-3-030-82976-6

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Living reference work 20230th editionately and comprehensively by preserving the individual voices of curriculum theorist, researchers and practitioners in relation to the ideas, rules, and principles that have evolved out of the history of curriculum as theory, research and practice dealing with specific and general issues. Due to its

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2197-1951 tion locally and internationally.Captures the contentious di.This Handbook paints a portrait of what the international field of curriculum entails in theory, research and practice. It represents the field accurately and comprehensively by preserving the individual voices of curriculum theorist, rese

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e describe how Sámi education is described in the Nordic curricula. It is evident that curricula are narrative in many respects. Narratives can also be restricted, based on limited scientific foundation, ethically limited, or unfair. It is important that those narratives are societally discussed and accepted as the basis for education.

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Numerische Parameteruntersuchungenulum design. It is concluded that school curriculum is a dynamic, complex, and multilayered policy document, which is interpreted and implemented in different ways from school to school, both locally and globally.

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https://doi.org/10.1007/978-2-8178-0187-2strategies they used to shape it are discussed in the light of the proposed model. Finally, we will conclude with providing a set of practical implications based on the synthesis and the proposed model.

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,“Pedagogies , the Poor” to “Pedagogies , the Poor”: Compliance, Grit, and the Corporeal,y. While bodies have always been a part of schooling, I highlight how increased attention to the corporeal has become the new pedagogy of the poor. These curriculum practices – which I term the . – blend pedagogy with codified behavioral management techniques to monitor and control the bodies of stu