Crowding the Curriculum?: Changes to grade 9 and 10 science in British Columbia, 1920-2014
In recent years, educators and academics have argued that science curricula have become increasingly crowded, rendering it almost impossible for teachers to address the multitude of learning outcomes mandated in any given document (e.g., Fortner, 2001; Hacker, 1997). Unfortunately, an analysis of th...
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| Language: | English en |
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2014
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| Online Access: | http://hdl.handle.net/1828/5617 |