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Being Professional: Accountability and Authority in Teachers' Responses to Science Curriculum Reform
Ryder, Jim – Studies in Science Education, 2015
The science curriculum is a focus of repeated reform in many countries. However, the enactment of such reforms within schools rarely reflects the intended outcomes of curriculum designers. This review considers what we know about the experiences and reflections of teachers in the enactment of externally driven school science curriculum reform.…
Descriptors: Accountability, Science Curriculum, Curriculum Development, Teacher Response
Peer reviewedRyder, Jim – Studies in Science Education, 2001
Draws on a range of published case studies on settings in which individuals not professionally involved with science address issues that have a scientific aspect. Suggests that at least some areas of knowledge about science should be part of the compulsory school science curriculum. (Contains 61 references.) (ASK)
Descriptors: Case Studies, Elementary Secondary Education, Higher Education, Knowledge Level

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