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Peer-reviewed Journals (21)

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1	Material Type: Article	Consistency in study programme planning and the complexity of curriculum logics Teaching in higher education, 2023-11, Vol.ahead-of-print (ahead-of-print), p.1-16 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 1356-2517 ;EISSN: 1470-1294 ;DOI: 10.1080/13562517.2021.1931838 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
2	Material Type: Article	Curriculum policy and instructional planning: Teachers’ autonomy across various school contexts European educational research journal EERJ, 2024-01, Vol.23 (1), p.28-47 [Peer Reviewed Journal] The Author(s) 2022 ;ISSN: 1474-9041 ;EISSN: 1474-9041 ;DOI: 10.1177/14749041221075156 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
3	Material Type: Article	Just a Buzzword? The use of Concepts and Ideas in Educational Governance Scandinavian journal of educational research, 2022-02, Vol.66 (2), p.193-207 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 0031-3831 ;EISSN: 1470-1170 ;DOI: 10.1080/00313831.2020.1788153 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
4	Material Type: Article	Discussing the curriculum-Didaktik dichotomy and comparative conceptualisations of the teaching profession Education Inquiry, 2019-10, Vol.10 (4), p.300-327 [Peer Reviewed Journal] 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2019 ;ISSN: 2000-4508 ;EISSN: 2000-4508 ;DOI: 10.1080/20004508.2019.1618677 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
5	Material Type: Article	Redefining public values: data use and value dilemmas in education Education Inquiry, 2021-01, Vol.12 (1), p.1-16 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial License http://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2000-4508 ;EISSN: 2000-4508 ;DOI: 10.1080/20004508.2020.1733744 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
6	Material Type: Article	The (Non-)Use of Configurative Reviews in Education Education Inquiry, 2017-07, Vol.8 (3), p.209-231 [Peer Reviewed Journal] 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2017 ;2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2000-4508 ;EISSN: 2000-4508 ;DOI: 10.1080/20004508.2017.1297004 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
7	Material Type: Article	Learning outcomes: What are they? Who defines them? When and where are they defined? Educational assessment, evaluation and accountability, 2010-05, Vol.22 (2), p.119-137 [Peer Reviewed Journal] Springer Science + Business Media, LLC 2010 ;ISSN: 1874-8597 ;EISSN: 1874-8600 ;EISSN: 1573-0425 ;DOI: 10.1007/s11092-010-9097-8 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
8	Material Type: Article	What counts as a good school? Time for a critical stance Nordic journal of studies in educational policy, 2018-05, Vol.4 (2), p.61-62 [Peer Reviewed Journal] 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2018 ;2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial License http://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2002-0317 ;EISSN: 2002-0317 ;DOI: 10.1080/20020317.2018.1523781 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
9	Material Type: Book	From Education Policy to Education Practice: Unpacking the Nexus ISBN: 9783031369698 ;ISBN: 303136970X ;ISBN: 9783031369704 ;ISBN: 3031369696 ;DOI: 10.1007/978-3-031-36970-4 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
10	Material Type: Article	Investigative modes in research on data use in education Nordic journal of studies in educational policy, 2017-01, Vol.3 (1), p.42-55 [Peer Reviewed Journal] 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2017 ;2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;info:eu-repo/semantics/openAccess ;ISSN: 2002-0317 ;EISSN: 2002-0317 ;DOI: 10.1080/20020317.2017.1326280 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
11	Material Type: Article	Domestic and local influences in education policy Nordic journal of studies in educational policy, 2018-01, Vol.4 (1), p.1-2 [Peer Reviewed Journal] 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2002-0317 ;EISSN: 2002-0317 ;DOI: 10.1080/20020317.2018.1462917 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
12	Material Type: Article	Data use in education: alluring attributes and productive processes Nordic journal of studies in educational policy, 2017-01, Vol.3 (1), p.1-5 [Peer Reviewed Journal] 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2017 ;2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;info:eu-repo/semantics/openAccess ;ISSN: 2002-0317 ;EISSN: 2002-0317 ;DOI: 10.1080/20020317.2017.1328873 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
13	Material Type: Article	Variations in grading practice - subjects matter Education Inquiry, 2013-07, Vol.4 (3), p.555 [Peer Reviewed Journal] 2013 Tine S. Prøitz 2013 ;2013 Tine S. Prøitz. This work is licensed under the Creative Commons Attribution – Non-Commercial License http://creativecommons.org/licenses/by-nc/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2000-4508 ;EISSN: 2000-4508 ;DOI: 10.3402/edui.v4i3.22629 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
14	Material Type: Thesises (postgraduate)	Inkludering i skolan?: Mellan motstridig utbildningspolicy och en mångprofessionell undervisningspraktik ISBN: 9789151321134 ;ISBN: 9151321130 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
15	Material Type: Thesises (postgraduate)	Kompetensutveckling som styrning: Om statliga insatser för lärares kompetensutveckling och hur de förhandlas i lärares lokala praktik ISBN: 9789151308982 ;ISBN: 9151308983 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
16	Material Type: Article	Collaborative display of competence: A case study of process-oriented video-based assessment in schools Teaching and teacher education, 2023 [Peer Reviewed Journal] info:eu-repo/semantics/openAccess ;ISSN: 0742-051X ;EISSN: 1879-2480 ;DOI: 10.1016/j.tate.2022.103948 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
17	Material Type: Book	Curriculum versus Didaktik revisited: towards a transnational curriculum theory: A special issue of Nordic Journal of Studies in Educational Policy, NordSTEP Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
18	Material Type: Article	Editorial Nordic journal of studies in educational policy, 2019-01, Vol.5 (1), p.1-2 [Peer Reviewed Journal] 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2019 ;EISSN: 2002-0317 ;DOI: 10.1080/20020317.2019.1603627 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
19	Material Type: Article	Editorial Nordic journal of studies in educational policy, 2019-01, Vol.5 (1), p.1-2 [Peer Reviewed Journal] ISSN: 2002-0317 ;EISSN: 2002-0317 ;DOI: 10.1080/20020317.2019.1603627 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
20	Material Type: Article	School Leaders’ Autonomy in Public and Private School Contexts: Blurring Policy Requirements Nordic studies in education, 2024-03, Vol.44 (1) [Peer Reviewed Journal] EISSN: 1891-5949 ;DOI: 10.23865/nse.v44.5762 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by

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Results 1 - 20 of 40 for All Library Resources

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 1356-2517 ;EISSN: 1470-1294 ;DOI: 10.1080/13562517.2021.1931838

The Author(s) 2022 ;ISSN: 1474-9041 ;EISSN: 1474-9041 ;DOI: 10.1177/14749041221075156

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 0031-3831 ;EISSN: 1470-1170 ;DOI: 10.1080/00313831.2020.1788153

2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2019 ;ISSN: 2000-4508 ;EISSN: 2000-4508 ;DOI: 10.1080/20004508.2019.1618677

Springer Science + Business Media, LLC 2010 ;ISSN: 1874-8597 ;EISSN: 1874-8600 ;EISSN: 1573-0425 ;DOI: 10.1007/s11092-010-9097-8

ISBN: 9783031369698 ;ISBN: 303136970X ;ISBN: 9783031369704 ;ISBN: 3031369696 ;DOI: 10.1007/978-3-031-36970-4

ISBN: 9789151321134 ;ISBN: 9151321130

ISBN: 9789151308982 ;ISBN: 9151308983

info:eu-repo/semantics/openAccess ;ISSN: 0742-051X ;EISSN: 1879-2480 ;DOI: 10.1016/j.tate.2022.103948

2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2019 ;EISSN: 2002-0317 ;DOI: 10.1080/20020317.2019.1603627

ISSN: 2002-0317 ;EISSN: 2002-0317 ;DOI: 10.1080/20020317.2019.1603627

EISSN: 1891-5949 ;DOI: 10.23865/nse.v44.5762

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