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

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EDITORIAL

Curriculum Development in Contemporary Society

Branislava Baranović

5-9
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FOCUS

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

Tomislav Topolovčan, Snježana 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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Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later

Karolína Pešková, Michaela Spurná, 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 Teachers’ Beliefs as a Core Component of their Professional Identity in Initial Teacher Education: A Longitudinal Perspective

Vlasta Vizek Vidović, Vlatka Domović

119-138
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The Teacher as a Lesson Designer

Ljerka Jukić Matić

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 Slapničar

161-165
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