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Journal of Curriculum Studies, Volume 39 Issue 5 2007

ISSN: 1366-5839 (electronic) 0022-0272 (paper)
Publication Frequency: 6 issues per year
Subject: Curriculum Studies;
Publisher: Routledge
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Original Articles
Knowing the subject matter of a secondary-school science subject
Zongyi Deng
Pages 503 – 535
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Hermeneutics, aesthetics, and the quest for answerability: a dialogic possibility for reconceptualizing the interpretive process in curriculum studies
Patrick Slattery;  Karen A. Krasny; Michael Patrick O’Malley
Pages 537 – 558
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Adapting the primary-school curriculum for multigrade classes in developing countries: a five-step plan and an agenda for change
Pat Pridmore
Pages 559 – 576
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From structural dilemmas to institutional imperatives: a descriptive theory of the school as an institution and of school organizations
Gunnar Berg
Pages 577 – 596
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RESPONSE
Differentiating between and synthesizing quantitative, qualitative, and longitudinal research on polarized school cultures: a comment on Van Houtte (2006)
John Abraham
Pages 597 – 602
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In favour of a multi-method approach to differentiation–polarization theory-building: a response to Abraham
Mieke Van Houtte
Pages 603 – 607
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ESSAY REVIEW
The relationship between teaching and learning: Examining Japanese and US professional development
Michele D. Crockett
Pages 609 – 621
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Miscellany
Acknowledgements
Pages 623 – 627
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