The Unintended Impact of Regulatory Compliance: The Case of Pre-service Teacher Preparation to Teach Integrated Math-sci
When the Report of the Committee of Ten on Secondary School Studies was released (1893), it advocated secondary education that emphasised separate disciplines (DeBoer, 1991). This decision predicted the philosophy and direction of the USA’s education syst
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Curriculum, Schooling and Applied Research Challenges and Tensions for Researchers Edited by Jennifer Donovan Karen Trimmer Nicholas Flegg
Palgrave Studies in Education Research Methods
Series Editors Patrick Alan Danaher University of Southern Queensland Toowoomba, QLD, Australia Fred Dervin University of Helsinki Helsinki, Finland Caroline Dyer School of Politics and International Studies University of Leeds Leeds, UK Máirín Kenny Independent researcher Wexford, Ireland Bobby Harreveld School of Education and the Arts Central Queensland University Rockhampton, Australia Michael Singh Centre for Educational Research Western Sydney University Penrith, NSW, Australia
This series explores contemporary manifestations of the fundamental paradox that lies at the heart of education: that education contributes to the creation of economic and social divisions and the perpetuation of sociocultural marginalisation, while also providing opportunities for individual empowerment and social transformation. In exploring this paradox, the series investigates potential alternatives to current educational provision and speculates on more enabling and inclusive educational futures for individuals, communities, nations and the planet. Specific developments and innovation in teaching and learning, educational policy-making and education research are analysed against the backdrop of these broader developments and issues. More information about this series at http://www.palgrave.com/gp/series/15092
Jennifer Donovan Karen Trimmer Nicholas Flegg Editors
Curriculum, Schooling and Applied Research Challenges and Tensions for Researchers
Editors Jennifer Donovan School of Education University of Southern Queensland Toowoomba, Australia
Karen Trimmer Faculty of Business, Law, Education & Arts University of Southern Queensland Toowoomba, Australia
Nicholas Flegg School of Education University of Southern Queensland Toowoomba, Australia
ISSN 2662-7345 ISSN 2662-7353 (electronic) Palgrave Studies in Education Research Methods ISBN 978-3-030-48821-5 ISBN 978-3-030-48822-2 (eBook) https://doi.org/10.1007/978-3-030-48822-2 © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors
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