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Cooper, Barry – British Journal of Sociology of Education, 1983
Drawing on a recent empirical study of curriculum change in English secondary school mathematics and on the work of Kuhn, Bucher and Strauss, Archer, and Bhaskar, a tentative model for analyzing how and why changes occur in the legitimacy of particular definitions of secondary school mathematics and science subjects is developed. (Author/IS)
Descriptors: Comparative Education, Curriculum Design, Educational Change, Educational History