Volume 16 • Issue 3 • 2018

Teaching as a research-engaged profession: Uncovering a blind spot and revealing new possibilities

David Lambert

2018-11-15 Volume 16 • Issue 3 • 2018 • 357–370

Also a part of:

Special feature: Knowledge and Subject-Specialist Teaching

Rethinking teaching and teachers: Bringing content back into conversation

Zongyi Deng

2018-11-15 Volume 16 • Issue 3 • 2018 • 371–383

Also a part of:

Special feature: Knowledge and Subject-Specialist Teaching

Powerful knowledge and epistemic quality in school mathematics

Brian Hudson

2018-11-15 Volume 16 • Issue 3 • 2018 • 384–397

Curriculum principles, didactic practice and social issues: Thinking through teachers' knowledge practices in collaborative work

Gabriel Bladh, Martin Stolare and Martin Kristiansson

2018-11-15 Volume 16 • Issue 3 • 2018 • 398–413

Also a part of:

Special feature: Knowledge and Subject-Specialist Teaching

Powerful knowledge and the textbook

Nicky Platt

2018-11-15 Volume 16 • Issue 3 • 2018 • 414–427

Also a part of:

Special feature: Knowledge and Subject-Specialist Teaching

Powerful knowledge, transformations and the need for empirical studies across school subjects

Niklas Gericke, Brian Hudson, Christina Olin-Scheller and Martin Stolare

2018-11-15 Volume 16 • Issue 3 • 2018 • 428–444

Also a part of:

Special feature: Knowledge and Subject-Specialist Teaching

Identifying powerful geographical knowledge in integrated curricula in Dutch schools

Matthijs Bouwmans and Tine Béneker

2018-11-15 Volume 16 • Issue 3 • 2018 • 445–459

Also a part of:

Special feature: Knowledge and Subject-Specialist Teaching

Mathematics education in the spotlight: Its purpose and some implications

Jennie Golding

2018-11-15 Volume 16 • Issue 3 • 2018 • 460–473

Also a part of:

Special feature: Knowledge and Subject-Specialist Teaching

Coherence and disparity in assessment literacies among higher education staff

Mark S. Davies and Maddalena Taras

2018-11-15 Volume 16 • Issue 3 • 2018 • 474–490

What have the changes made to primary and secondary assessment frameworks since 2014 done to the 'London effect' in school performance?

Sean Hayes, Michael Jopling and Ruki Gul

2018-11-15 Volume 16 • Issue 3 • 2018 • 491–506

Education and Society in Post-Mao China, by Edward Vickers and Zeng Xiaodong

Mark Freeman

2018-11-15 Volume 16 • Issue 3 • 2018 • 507–509

Critical Mathematics Education: Theory, praxis, and reality, edited by Paul Ernest, Bharath Sriraman and Nuala Ernest

Suman Ghosh

2018-11-15 Volume 16 • Issue 3 • 2018 • 510–512

Education and Extremisms: Rethinking liberal pedagogies in the contemporary world, edited by Farid Panjwani, Lynn Revell, Reza Gholami and Mike Diboll

Helen Haste

2018-11-15 Volume 16 • Issue 3 • 2018 • 513–515

The Toxic University: Zombie leadership, academic rock stars, and neoliberal ideology, by John Smyth

Paul Temple

2018-11-15 Volume 16 • Issue 3 • 2018 • 516–517