# | Title | Journal | Year | Citations |
---|
1 | The role of beliefs in the practice of teaching | Journal of Curriculum Studies | 1987 | 1,273 |
2 | Towards a theory of leadership practice: a distributed perspective | Journal of Curriculum Studies | 2004 | 944 |
3 | A comparative analysis of international frameworks for 21stcentury competences: Implications for national curriculum policies | Journal of Curriculum Studies | 2012 | 811 |
4 | How and what teachers learn: a shifting perspective | Journal of Curriculum Studies | 2004 | 522 |
5 | Globalization and environmental education: looking beyond sustainable development | Journal of Curriculum Studies | 2008 | 455 |
6 | Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change | Journal of Curriculum Studies | 2005 | 390 |
7 | Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21stcentury curriculum | Journal of Curriculum Studies | 2011 | 385 |
8 | Overcoming the crisis in curriculum theory: a knowledge-based approach | Journal of Curriculum Studies | 2013 | 374 |
9 | Active location in teachers' construction of their professional identities | Journal of Curriculum Studies | 1999 | 360 |
10 | External reform initiatives and teachers' efforts to reconstruct their practice: The mediating role of teachers' zones of enactment | Journal of Curriculum Studies | 1999 | 357 |
11 | Research on teacher's knowledge: the evolution of a discourse | Journal of Curriculum Studies | 1991 | 305 |
12 | Conceptualizing critical thinking | Journal of Curriculum Studies | 1999 | 282 |
13 | Distributed leadership: developing theory from practice | Journal of Curriculum Studies | 2005 | 282 |
14 | Curriculum coherence: an examination of US mathematics and science content standards from an international perspective | Journal of Curriculum Studies | 2005 | 255 |
15 | The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom | Journal of Curriculum Studies | 2000 | 237 |
16 | Constituting the workplace curriculum | Journal of Curriculum Studies | 2006 | 233 |
17 | Laboratory work as scientific method: three decades of confusion and distortion | Journal of Curriculum Studies | 1996 | 220 |
18 | Teachers' personal knowledge: What counts as ‘personal’ in studies of the personal∗ | Journal of Curriculum Studies | 1987 | 216 |
19 | Competences in education: A confusion of tongues | Journal of Curriculum Studies | 2001 | 215 |
20 | No child, no school, no state left behind: schooling in the age of accountability1 | Journal of Curriculum Studies | 2008 | 212 |
21 | Teacher voice and ownership of curriculum change | Journal of Curriculum Studies | 2001 | 197 |
22 | Subject departments and the ‘implementation’ of National Curriculum policy: an overview of the issues | Journal of Curriculum Studies | 1992 | 191 |
23 | The remedial status of student questioning | Journal of Curriculum Studies | 1988 | 183 |
24 | The state of the art in Self-Study of Teacher Education Practices: a systematic literature review | Journal of Curriculum Studies | 2015 | 176 |
25 | What happens in high school science classrooms? | Journal of Curriculum Studies | 1987 | 175 |
26 | Higher order thinking in teaching social studies: a rationale for the assessment of classroom thoughtfulness | Journal of Curriculum Studies | 1990 | 168 |
27 | Science for all: A reflective essay | Journal of Curriculum Studies | 1985 | 162 |
28 | Towards a Semiotics‐based Curriculum | Journal of Curriculum Studies | 1984 | 157 |
29 | How does it feel? Teachers' emotions in a context of change | Journal of Curriculum Studies | 2006 | 157 |
30 | Metaphor in the thinking of teachers: An exploratory study | Journal of Curriculum Studies | 1986 | 156 |
31 | History, identity, and the school curriculum in Northern Ireland: an empirical study of secondary students' ideas and perspectives | Journal of Curriculum Studies | 2005 | 156 |
32 | Deliberative communication: a pragmatist proposal | Journal of Curriculum Studies | 2006 | 150 |
33 | Reconsidering the 'nature of science' as a curriculum component | Journal of Curriculum Studies | 2000 | 149 |
34 | Teaching teachers to reflect: a consideration of programme structure | Journal of Curriculum Studies | 1990 | 143 |
35 | Curriculum strategy framework: investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum | Journal of Curriculum Studies | 2009 | 143 |
36 | Lesson planning and the student teacher: re‐thinking the dominant model | Journal of Curriculum Studies | 2006 | 140 |
37 | Twenty years of classroom climate work: progress and prospect | Journal of Curriculum Studies | 1989 | 139 |
38 | Emerging influences of information technology on school curriculum | Journal of Curriculum Studies | 2000 | 137 |
39 | 'Safe spaces': Reflections on an educational metaphor | Journal of Curriculum Studies | 1998 | 136 |
40 | Teacher interpretations of citizenship education: national identity, cosmopolitan ideals, and political realities | Journal of Curriculum Studies | 2011 | 134 |
41 | Designing curricula for conceptual restructuring: Lessons from the study of knowledge acquisition in astronomy | Journal of Curriculum Studies | 1991 | 131 |
42 | Story‐maker, story‐teller: narrative structures in curriculum | Journal of Curriculum Studies | 1991 | 131 |
43 | Narrative and learning to teach: Implications for teacher-education curriculum | Journal of Curriculum Studies | 2003 | 128 |
44 | Common misconceptions of critical thinking | Journal of Curriculum Studies | 1999 | 127 |
45 | A Vygotskian perspective on teacher education | Journal of Curriculum Studies | 2005 | 125 |
46 | Teachers’ professional development: a biographical perspective | Journal of Curriculum Studies | 1994 | 122 |
47 | The production of reason and power: Curriculum history and intellectual traditions | Journal of Curriculum Studies | 1997 | 122 |
48 | Storied identities: Teacher learning and subject-matter context | Journal of Curriculum Studies | 2001 | 121 |
49 | Early years curriculum: funds of knowledge as a conceptual framework for children’s interests | Journal of Curriculum Studies | 2011 | 121 |
50 | The elicitation and reconstruction of practical arguments in teaching | Journal of Curriculum Studies | 1993 | 120 |