From official intentions to classroom practice: How do Cypriot primary school teachers respond to the new language curriculum

Gennari, Christina (2019) From official intentions to classroom practice: How do Cypriot primary school teachers respond to the new language curriculum. PhD thesis, University of Leeds.

Abstract

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Keywords: Sensemaking, teacher agency, prioritisation, curriculum reform, language curriculum, critical literacy, genre-based pedagogy, curriculum enactment, professional development, teacher cognitions, school context.
Awarding institution: University of Leeds
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Identification Number/EthosID (e.g. uk.bl.ethos.123456): uk.bl.ethos.804532
Depositing User: Christina Gennari
Date Deposited: 01 May 2020 06:31
Last Modified: 11 May 2020 09:53

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