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| Curriculum Development | 1 |
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| Partington, Geoffrey | 1 |
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Peer reviewedPartington, Geoffrey – History Teacher, 1985
Presents a mode of formal analysis that identifies different substantive theories about history teaching. The mode rejects as incomplete or incoherent pseudotheories that fail to indicate which needs they are supposed to meet, which knowledge they are supposed to provide, or which authority they are supposed to recognize as legitimate. (RM)
Descriptors: Course Content, Curriculum Development, Curriculum Evaluation, Curriculum Guides
