Parkison, Paul T.
September 2009
Curriculum & Teaching Dialogue;2009, Vol. 11 Issue 1/2, p135
Academic Journal
This study examines how teachers read the texts created by academic standards. An intertextual perspective is used to specify the textual forms and orientations through which standards enter the dialogue about curriculum. I argue that such considerations are necessary to facilitate discussions of desired and emergent educational outcomes.


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