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Direct linkDavid Rosenlund; Magnus Persson – Curriculum Journal, 2024
In the study presented in this article, the aim is to further the understanding regarding the differences between pupils (aged 15-16) from schools with low or high socio-economic status (SES), regarding the amount and diversity of content knowledge in history that they have acquired by the end of compulsory schooling. Following a definition of…
Descriptors: Foreign Countries, Pedagogical Content Knowledge, History Instruction, Socioeconomic Status
