Curriculum
“Curriculum Integration and Classroom Relevance: A Study of Teachers’ Practice.” (with Shawn Moore), Journal of Curriculum Supervision, 15(2), Winter 2000, 89-112.
“Educational Outcomes, Modern and Postmodern Interpretations: Response to Smyth and Dow,” (with Shawn Moore), British Journal of Sociology of Education, 21(1), March, 2000.
“The Contexted Curriculum”, critical introduction to Goodson, I., Studying the Curriculum. Milton Keynes: Open University Press, New York: Teachers’ College Press and Toronto: OISE Press, forthcoming, 1994.
Triple Transitions: Educating Early Adolescents in the Changing Canadian Context,” (with Lorna Earl), Curriculum Perspectives, 14(3), 1994, 1-10.
“Curriculum Reform and the Teacher.” Curriculum Journal, 2, (3), 1991, 249-258.
“Curriculum Policy and the Culture of Teaching.” In Goodson, I. and Milburn, G. (Eds.), Reconstructing Educational Research. New York and Philadelphia: Falmer Press 1990.
“The Rhetoric of School-Centered Innovation,” Journal of Curriculum Studies, June 1982, pp. 251-266
“Educational Outcomes, Modern and Postmodern Interpretations: Response to Smyth and Dow,” (with Shawn Moore), British Journal of Sociology of Education, 21(1), March, 2000.
“The Contexted Curriculum”, critical introduction to Goodson, I., Studying the Curriculum. Milton Keynes: Open University Press, New York: Teachers’ College Press and Toronto: OISE Press, forthcoming, 1994.
Triple Transitions: Educating Early Adolescents in the Changing Canadian Context,” (with Lorna Earl), Curriculum Perspectives, 14(3), 1994, 1-10.
“Curriculum Reform and the Teacher.” Curriculum Journal, 2, (3), 1991, 249-258.
“Curriculum Policy and the Culture of Teaching.” In Goodson, I. and Milburn, G. (Eds.), Reconstructing Educational Research. New York and Philadelphia: Falmer Press 1990.
“The Rhetoric of School-Centered Innovation,” Journal of Curriculum Studies, June 1982, pp. 251-266