Journal of Curriculum Studies

Journal of Curriculum Studies Vol. 43, n°3, juillet 2011 Vocational teachers’ pathways in the course of a curriculum reform, Katja Vähäsantanen & Anneli Eteläpelto Redesigning vocational education: The possibilities of design‐based research, Yvonne Leeman & Willem Wardekker Practice‐based research on the development of activating instruction and self‐directed student learning: Dutch writing instruction, Jeroen Imants & Piet‐Hein van de Ven Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio‐cultural perspective on professional development and change, Carolyn S. Wallace & Mark Priestley Sustainability and the learning virtues, John Foster More than just story‐telling: cultural–historical activity theory as an under‐utilized methodology for educational change research, Yew‐Jin Lee Has John Hattie really found the holy grail of research on teaching? An extended review of Visible Learning, Ewald Terhart http://www.tandfonline.com/toc/tcus20/43/3