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H
Helton, Liz, Columbia University, Teachers College (United States)
Henderson, James, Kent State University
Hendry, Petra Munro, Louisiana State University (United States)
Hendry, Petra Munro, Louisiana State University
Hensley, Nathan, Bowling Green State University (United States)
Henward, Allison
Hereth, Jane
Hermes, Mary, University of Minnesota--Twin Cities
Hewson, Anne
Heyer, Kent den
Hobbel, Nikola
Hoechsmann, Michael (United States)
Homana, Gary, Towson University (United States)
Hong, Won-Pyo
Howard, Adam
Howard, Adam (United States)
Hoyt, Mei, University of North Texas (United States)
Huckaby, Mayme Francyne, Texas Christian University, Center for Public Education
Huddleston, Gabriel, Texas Christian University
Huddleston, Gabriel, Indiana University--Indianapolis
Huddleston, Gabriel, Indiana University
Højgaard, Lis
I
Ingrey, Jennifer, University of Western Ontario (United States)
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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.
The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.
NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...
Contributors to the Journal of Curriculum Theorizing retain copyright to their work.
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ISSN: 1942-2563