Abstract
This study examines how teachers read the texts created by academic standards. An intertextual perspective is used to specify the textual forms and orientations through which standards enter the dialogue about curriculum. I argue that such considerations are necessary to facilitate discussions of desired and emergent educational outcomes.
| Original language | American English |
|---|---|
| Pages (from-to) | 135-148 |
| Journal | Curriculum and Teaching Dialogue |
| Volume | 11 |
| Issue number | 1-2 |
| State | Published - Jan 2009 |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Educational Standards--Management
- Intertexuality--Educational Aspects
- Middle Schools--Curricula
Disciplines
- Education
- Curriculum and Instruction
- Educational Methods
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