Vol 9 No 2 (2019): Curriculum Development in Contemporary Society | Center for Educational Policy Studies Journal

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DOI: https://doi.org/10.26529/cepsj.9.2

Published: 2019-06-21

Full Issue

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EDITORIAL

Curriculum Development in Contemporary Society

Branislava BaranoviÄ‡

5–9
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FOCUS

The Heritage of the Cold War in Contemporary Curricula and Educational Reforms

Tomislav TopolovÄan, SnjeÅ¾ana Dubovicki

11–32
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Understanding the Relation of Policy Discourse and Re-Conceptualising Curriculum: A Kosovo Perspective on a New Meaning of Context

Blerim Saqipi

33–52
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Curriculum Reform in Indonesia: Moving from an Exclusive to Inclusive Curriculum

Amirul Mukminin, Akhmad Habibi, Lantip Diat Prasojo, Abdullah Idi, Afreni Hamidah

53–72
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Teachersâ€™ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later

KarolÃna PeÅ¡kovÃ¡, Michaela SpurnÃ¡, Petr Knecht

73–97
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Research-Based Learning in Initial Teacher Education in Catalonia

Ingrid Agud, Georgeta Ion

99–118
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VARIA

Development of Teachersâ€™ Beliefs as a Core Component of their Professional Identity in Initial Teacher Education: A Longitudinal Perspective

Vlasta Vizek VidoviÄ‡, Vlatka DomoviÄ‡

119–138
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The Teacher as a Lesson Designer

Ljerka JukiÄ‡ MatiÄ‡

139–160
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REVIEW

Laurinda Leite, Luis Dourado, Ana S. Afonso and Sofia Morgado (Eds.), Contextualizing Teaching to Improve Learning: The Case of Science and Geography, Nova Science Publishers: New York, NY, 2017; 303 pp.: ISBN: 978-1-53611-845-2

Miha SlapniÄar

161–165
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