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Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship

Journal of curriculum studies, 2012-08, Vol.44 (4), p.443-466

2012

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Curriculum reform in Irish secondary schools - a focus on algebra

Journal of curriculum studies, 2018-01, Vol.50 (1), p.126-143

2018

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Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change

Journal of curriculum studies, 2005-01, Vol.37 (2), p.155-192

2005

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Measuring Chinese teacher professional competence: Adapting and validating a German framework in China

Journal of curriculum studies, 2018-01, Vol.50 (5), p.638-653

2018

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Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials

Journal of curriculum studies, 2019-05, Vol.51 (3), p.342-361

2019

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Curriculum strategy framework: Investigating patterns in teachers' use of a reform-based elementary mathematics curriculum

Journal of curriculum studies, 2009-08, Vol.41 (4), p.467-500

2009

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Replacing the 'teacher-proof' curriculum with the 'curriculum-proof' teacher: Toward more effective interactions with mathematics textbooks

Journal of curriculum studies, 2013-06, Vol.45 (3), p.295-321

Taylor, Megan Westwood

2013

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Rate your course! Student teachers' perceptions of a primary pre-service mathematics education programme

Journal of curriculum studies, 2017-11, Vol.49 (6), p.802-829

2017

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Curriculum coherence: an examination of US mathematics and science content standards from an international perspective

Journal of curriculum studies, 2005-09, Vol.37 (5), p.525-559

2005

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Elementary school teachers' uses of mathematics curricular resources

Journal of curriculum studies, 2017-03, Vol.49 (2), p.132-148

Polly, Drew

2017

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Effects of a reform high school mathematics curriculum on student achievement: whom does it benefit?

Journal of curriculum studies, 2017-03, Vol.49 (2), p.191-215

2017

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Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues

Journal of curriculum studies, 2012-08, Vol.44 (4), p.559-576

2012

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Mathematics engagement in an Australian lower secondary school

Journal of curriculum studies, 2017-03, Vol.49 (2), p.169-190

Norton, Stephen

2017

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The contribution of TIMSS to the link between school and classroom factors and student achievement

Journal of curriculum studies, 2013-04, Vol.45 (2), p.198-224

2013

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Teachers' views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?

Journal of curriculum studies, 2013-06, Vol.45 (3), p.322-353

2013

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The Reproduction of Social Class Inequalities through Mathematics Pedagogies in South African Primary Schools

Journal of curriculum studies, 2007-12, Vol.39 (6), p.679-706

Hoadley, Ursula

2007

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MKT and curriculum materials are only part of the story: Insights from a lesson on fractions

Journal of curriculum studies, 2012-08, Vol.44 (4), p.537-558

2012

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Teaching (un)Connected Mathematics: Two teachers' enactment of the Pizza problem

Journal of curriculum studies, 2012-08, Vol.44 (4), p.467-487

2012

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External Reform Initiatives and Teachers Efforts to Reconstruct Their Practice: The Mediating Role of Teachers' Zones of Enactment

Journal of curriculum studies, 1999, Vol.31 (2), p.143-175

Spillane, James P

1999

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Reading between the lines: Teaching linear algebra

Journal of curriculum studies, 2012-08, Vol.44 (4), p.515-536

2012

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Metaphors of hierarchy in mathematics education discourse: The narrow path

Journal of curriculum studies, 2010-01, Vol.42 (1), p.79-97

Noelle Parks, Amy

2010

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Pressing dilemmas: Meaning-making and justification in mathematics teaching

Journal of curriculum studies, 2010-01, Vol.42 (1), p.27-50

Brodie, Karin

2010

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The construction of a mathematical habitus: implications of ability grouping in the middle years

Journal of curriculum studies, 2005-09, Vol.37 (5), p.607-619

Zevenbergen, Robyn

2005

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The cultural pedagogy of errors: Teacher Wang's homework practice in teaching geometric proofs

Journal of curriculum studies, 2010-01, Vol.42 (5, Special Issue), p.597-619

Fang, Yanping

2010

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The Curricular Importance of Mathematics: A Comparison of English and Hungarian Teachers' Espoused Beliefs

Journal of curriculum studies, 2007-06, Vol.39 (3), p.317-338

Andrews, Paul

2007

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Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship

Curriculum reform in Irish secondary schools - a focus on algebra

Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change

Measuring Chinese teacher professional competence: Adapting and validating a German framework in China

Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials

Curriculum strategy framework: Investigating patterns in teachers' use of a reform-based elementary mathematics curriculum

Replacing the 'teacher-proof' curriculum with the 'curriculum-proof' teacher: Toward more effective interactions with mathematics textbooks

Rate your course! Student teachers' perceptions of a primary pre-service mathematics education programme

Curriculum coherence: an examination of US mathematics and science content standards from an international perspective

Elementary school teachers' uses of mathematics curricular resources

Effects of a reform high school mathematics curriculum on student achievement: whom does it benefit?

Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues

Mathematics engagement in an Australian lower secondary school

The contribution of TIMSS to the link between school and classroom factors and student achievement

Teachers' views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?

The Reproduction of Social Class Inequalities through Mathematics Pedagogies in South African Primary Schools

MKT and curriculum materials are only part of the story: Insights from a lesson on fractions

Teaching (un)Connected Mathematics: Two teachers' enactment of the Pizza problem

External Reform Initiatives and Teachers Efforts to Reconstruct Their Practice: The Mediating Role of Teachers' Zones of Enactment

Reading between the lines: Teaching linear algebra

Metaphors of hierarchy in mathematics education discourse: The narrow path

Pressing dilemmas: Meaning-making and justification in mathematics teaching

The construction of a mathematical habitus: implications of ability grouping in the middle years

The cultural pedagogy of errors: Teacher Wang's homework practice in teaching geometric proofs

The Curricular Importance of Mathematics: A Comparison of English and Hungarian Teachers' Espoused Beliefs

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