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The Substantive and Symbolic Consequences of a District's S..:
Ogawa, Rodney T.
;
Sandholtz, Judith Haymore
;
Martinez-Flores, Marilyn
.
American Educational Research Journal. 40 (2003) 1 - p. 147-176 , 2003
Link:
https://www.jstor.org/stable/3699428
RT Journal T1
The Substantive and Symbolic Consequences of a District's Standards-Based Curriculum
UL https://suche.suub.uni-bremen.de/peid=jstor-3699428&Exemplar=1&LAN=DE A1 Ogawa, Rodney T. A1 Sandholtz, Judith Haymore A1 Martinez-Flores, Marilyn A1 Scribner, Samantha Paredes PB American Educational Research Association YR 2003 SN 0002-8312 SN 1935-1011 K1 Curriculum Standards K1 Educational Reform K1 School Organization K1 Education K1 Formal education K1 Pedagogy K1 Curricula K1 Curriculum evaluation K1 Curriculum standards K1 Educational administration K1 Economics K1 Economic disciplines K1 Labor economics K1 Employment K1 Occupations K1 Educational personnel K1 Educators K1 Teachers K1 Language teachers K1 Health sciences K1 Health care industry K1 Health care administration K1 Educational quality K1 Educational standards K1 Teaching methods K1 Educational improvement K1 Educational reform K1 Secondary school curricula JF American Educational Research Journal VO 40 IS 1 SP 147 OP 176 LK http://dx.doi.org/https://www.jstor.org/stable/3699428 DO https://www.jstor.org/stable/3699428 SF ELIB - SuUB Bremen
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