Publication not explained
This publication has not yet been explained in plain language by the author(s). However, you can still read the publication.
If you are one of the authors, claim this publication so you can create a plain language summary to help more people find, understand and use it.
Featured Image
Read the Original
This page is a summary of: Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers’ Cognitions about Principles of Curriculum Design and Their Own Roles, Australian Journal of Teacher Education, December 2016, Edith Cowan University,
DOI: 10.14221/ajte.2016v41n12.6.
You can read the full text:
Contributors
The following have contributed to this page
