Being professional: accountability and authority in teachers' responses to science curriculum reform

Ryder, J (2015) Being professional: accountability and authority in teachers' responses to science curriculum reform. Studies in Science Education, 51 (1). 87 - 120. ISSN 0305-7267

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Authors/Creators:
  • Ryder, J
Copyright, Publisher and Additional Information: © 2015 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Science Education on 10/02/15 available online: http://wwww.tandfonline.com/10.1080/03057267.2014.1001629
Keywords: Curriculum reform; Education policy; Science curriculum; Teacher professionalism
Dates:
  • Published: 1 March 2015
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Depositing User: Symplectic Publications
Date Deposited: 18 Mar 2015 15:29
Last Modified: 25 Oct 2016 01:52
Published Version: http://dx.doi.org/10.1080/03057267.2014.1001629
Status: Published
Publisher: Taylor & Francis (Routledge)
Identification Number: https://doi.org/10.1080/03057267.2014.1001629

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