OP-ED ESSAYS and REACTIONS

 

Submitting a paper to JCS  |  Submitting an Op-ed reaction  

 

Beginning with Volume 29 (1997), all papers in JCS, including op-eds, have been published in both hard-copy and on-line formats. The on-line edition is now available in many libraries (and is free to institutional subscribers).

If your library subscribes to JCS but does not have access to the on-line version you may want discuss the possibility of such a subscription with your librarian. Full instructions for signing up for this free on-line edition can be found at

http://www.tandf.co.uk/journals/online.html.

 

 

 

Phillip A. Towndrow Teachers as digital task designers: an agenda for research and professional development (JCS, 37/5)

Rachel M. Heydon, The theory and practice of pedagogical ethics: features of an ethical praxis in/out of special education (JCS, 37/4)

Alma Harris, Leading or misleading? Distributed leadership and school improvement (JCS, 37/3)

Roz Stooke, 'Many hands make light work' but 'too many cooks spoil the broth': Representing literacy teaching as a 'job for experts' undermines efforts to involve parents (JCS, 37/1)

Anna Clark, Whose history? Teaching Australia's contested past (JCS, 36/5) 

John Olson and Manfred Lang, Science and technology and the didactics of citizenship (JCS, 36/5)

J. T. Dillon The transformation of a monastery: reworking the educational milieu (JCS, 36/3)

 

Pinchas Tamir Curriculum implementation revisited. (JCS, 36/3)

Suzanne de Castell and Jennifer Jenson, Serious Play (JCS, 35,6) 

James P. Spillane, John B. Diamond, and Loyiso Jita, Leading instruction: the distribution of leadership for instruction (JCS, 35, 5).

Elaine Chan, Ethnic identity in transition: Chinese New Year through the years (JCS, 35,4)

Doune MacDonald, Curriculum change and the postmodern world: is the school curriculum-reform movement an anachronism? (JCS, 35,2)

Walter Doyle and Kathy Carter, Narrative and learning to teach: implications for teacher- education curriculum (JCS, 35, 2)

Geoffrey Squires, Praxis: a dissenting note (JCS, 35, 1)

Wolff-Michael Roth, Scientific literacy as an emergent feature of collective human praxis (JCS, 35, 1)

Chien Chou and Chin-Chung Tsai, Developing Web-based curricula: issues and challenges (JCS, 34,6)

John Olson, Systemic change/teacher tradition: legends of reform continue (JCS, 34, 2)

Edmund .C. Short Knowledge and the educative functions of a university:designing the curriculum of higher education (JCS, 34, 2)

Margery D. Osborne and David J. Brady, Constructing a space for developing a rich understanding of science through play (JCS, 33, 5)

 

 John Dewey, The educational situation: as concerns the elementary school (JCS, 33,4)

• Comments

Peter Menck, The formation of conscience: a lost topic of Didaktik (JCS, 33,3)

F. Michael Connelly, Life in the foothills of curriculum (JCS, 32,6)

Margaret McNay, The conservative political agenda in curriculum: Ontario's recent experience in science education (JCS, 32,6)

Comments by Ken Clements and Rob Walker on the 'Assessment: the engine of systemic curricular reform?' by Mary Barnes, David Clarke and Max Stephens (JCS, 32, 5)

Moritz Rosenmund, Approaches to international comparative research on curricula and curriculum-making processes (JCS, 32, 5)

Douglas Stewart, National testing in mathematics: one province's predicament (JCS, 32, 5)

Sirkka Ahonen, What happens to the common school in the market? (JCS, 32,4)

Susanne de Castell, Literacies, technologies, and the future of the library in the 'information age' (JCS, 32, 3)

Klaus G. Witz, 'The "academic problem"' (JCS, 32, 1)

John Olson, 'Trojan horse or teacher's pet? computers and the culture of the school' (JCS, 32, 1)

Gregory M. Nixon 'Whatever happened to 'heightened consciousness'?' (JCS 31/6)

Francis Schrag, 'Why Foucault now?' (JCS, 31/4)

Kieran Egan, 'Education's three old ideas, and a better idea' (JCS, 31/3)

Robin Barrow,  'The higher nonsense:some persistent errors in educational thinking' (JCS, 31/2)

Joan Solomon, 'Meta-scientific criticisms, curriculum innovation, and the propagation of scientific culture' (JCS,

31/1).

Ingrid Carlgren, 'Where did blackboard writing go?' (JCS, 30/6).

James T. Dillon, 'Using diverse styles of teaching' (JCS, 30/5).

• Reactions

William A. Reid, 'Erasmus, Gates, and the end of curriculum' (JCS 30/5).

Margery D. Osborne and Angela M. Calabrese Barton, 'Constructing a liberatory pedagogy in science: dilemmas and contradictions' (JCS, 30/3).

Edward Kifer: 'Why I like test scores and what they tell me about curriculum' (JCS, 29/6).

• Reactions

Peter Hlebowitsh: 'The search for the curriculum field' (JCS, 29/5).

John Olson: 'Technology in the school curriculum: the moral dimensions of making things' (JCS, 29/4).

• Reactions

Stefan Hopmann & Rudolf Künzli, 'Close our schools! against current trends in policy making, educational theory and curriculum studies' (JCS, 29/3).

• Reactions