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Teachable-moment-oriented curriculum practice in early childhood education

Journal of curriculum studies, 2003, Vol.35 (1), p.111-127

2003

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Synoptic curriculum texts: representation of contemporary curriculum scholarship

Journal of curriculum studies, 2005-05, Vol.37 (3), p.291-311

2005

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Generational influences on contemporary curriculum thought

Journal of curriculum studies, 2000-03, Vol.32 (2), p.199-214

2000

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Theory of Multiple/Multiethnic Perspective-Taking Ability for Teachers' Developmentally and Culturally Appropriate Practice (DCAP)

Journal of research in childhood education, 1997-06, Vol.11 (2), p.188-198

1997

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When Best Doesn't Equal Good: Educational Reform and Teacher Recruitment. A Longitudinal Study

Sears, James T

1994

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Preview: Viewing change for tomorrow's teachers

Peabody journal of education, 1988-01, Vol.65 (2), p.1-2

1988

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School Reform: Lessons from the Departed

Education policy analysis archives, 1996-08, Vol.4, p.12

1996

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Synoptic Curriculum Texts: Representation of Contemporary Curriculum Scholarship. Erratum

Journal of curriculum studies, 2006-06, Vol.38 (3), p.327-349

2006

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Synoptic curriculum texts: representation of contemporary curriculum scholarship

Journal of curriculum studies, 2006-06, Vol.38 (3), p.327-349

2006

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The more things change ...: Re-discovering stubbornness and persistence in school-university collaborations

Journal of curriculum studies, 2002-07, Vol.34 (4), p.481-494

2002

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Critical inquiry into emergent-oriented curriculum practice

Journal of early childhood teacher education, 2003-01, Vol.24 (1), p.37-50

2003

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Leadership and pedagogy: Rethinking leadership in professional schools of education

Peabody journal of education, 1989-03, Vol.66 (3), p.78-103

1989

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Becoming More "Civic" through the Study of Local History

Rogers, Amy M

2009

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Commitment: A reflection of the quality of preservice teachers

Peabody journal of education, 1988-01, Vol.65 (2), p.107-129

1988

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Pre-Service Teachers' Perceptions and Attitudes toward Career and Technical Education

Napoleon, Larry, Jr

2009

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Expanding Traditions: Curriculum in Transition--The Seventies

The Educational forum (West Lafayette, Ind.), 2000, Vol.65 (1), p.62

2000

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Expanding Traditions: Curriculum in Transition-The Seventies

The Educational forum (West Lafayette, Ind.), 2001-03, Vol.65 (1), p.62-72

2001

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Book Reviews: Bearing Witness: A Discussion of text, lies, & videotape

Educational Researcher, 1999, Vol.28 (1), p.48-55

1999

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Inquiry-Oriented Reflective Supervision for Developmentally and Culturally Appropriate Practice

Journal of curriculum and supervision, 1996, Vol.11 (2), p.127

1996

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A Successful Voyage

Journal of curriculum and supervision, 1993, Vol.9 (1), p.105

Marshall, J. Dan

1993

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Public School Reform: Potential Lessons from the Truly Departed

Education policy analysis archives, 1996-08, Vol.4 (12), p.1

1996

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Teaching and Thinking about Curriculum: Critical Inquiries

The Journal of higher education (Columbus), 1991-05, Vol.62 (3), p.349

1991

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Building Strong Foundations for Teacher-Leaders

Teaching education (Columbia, S.C.), 1987-06, Vol.1 (2), p.38-41

1987

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Stealth Proselytizing from the Keystone State: Educational Innovation: An Agenda to Frame the Future edited by Charles E. Greenwalt II. Lanham, Md. : University Press of America, © 1994. 519 pages. ISBN 0-8191-9194-9

The Educational Forum, 1996, Vol.60 (2), p.182-184

Marshall, J. Dan

1996

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Reskilling Teachers: Enhancing Teaching by Madeline Hunter. New York: Macmillan College Publishing Company, Inc., © 1994. 254 pages. ISBN 0-02-358941-8

The Educational Forum, 1995, Vol.59 (2), p.208-210

Marshall, J. Dan

1995

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Teachable-moment-oriented curriculum practice in early childhood education

Synoptic curriculum texts: representation of contemporary curriculum scholarship

Generational influences on contemporary curriculum thought

Theory of Multiple/Multiethnic Perspective-Taking Ability for Teachers' Developmentally and Culturally Appropriate Practice (DCAP)

When Best Doesn't Equal Good: Educational Reform and Teacher Recruitment. A Longitudinal Study

Preview: Viewing change for tomorrow's teachers

School Reform: Lessons from the Departed

Synoptic Curriculum Texts: Representation of Contemporary Curriculum Scholarship. Erratum

Synoptic curriculum texts: representation of contemporary curriculum scholarship

The more things change ...: Re-discovering stubbornness and persistence in school-university collaborations

Critical inquiry into emergent-oriented curriculum practice

Leadership and pedagogy: Rethinking leadership in professional schools of education

Becoming More "Civic" through the Study of Local History

Commitment: A reflection of the quality of preservice teachers

Pre-Service Teachers' Perceptions and Attitudes toward Career and Technical Education

Expanding Traditions: Curriculum in Transition--The Seventies

Expanding Traditions: Curriculum in Transition-The Seventies

Book Reviews: Bearing Witness: A Discussion of text, lies, & videotape

Inquiry-Oriented Reflective Supervision for Developmentally and Culturally Appropriate Practice

A Successful Voyage

Public School Reform: Potential Lessons from the Truly Departed

Teaching and Thinking about Curriculum: Critical Inquiries

Building Strong Foundations for Teacher-Leaders

Stealth Proselytizing from the Keystone State: Educational Innovation: An Agenda to Frame the Future edited by Charles E. Greenwalt II. Lanham, Md. : University Press of America, © 1994. 519 pages. ISBN 0-8191-9194-9

Reskilling Teachers: Enhancing Teaching by Madeline Hunter. New York: Macmillan College Publishing Company, Inc., © 1994. 254 pages. ISBN 0-02-358941-8

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