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Direct linkPompert, B.; van der Meer-Wijnands, S. L.; De Waard, H. – International Journal of Early Years Education, 2022
This paper first reviews the roles, concepts and practices within SBBD. The paper continues with two single case studies and a survey on the three main phases used in the Netherlands to aid educational institutes in developing a play-based curriculum. In the first case educational professionals (EPs) recognise that the play-based approach helped…
Descriptors: Professionalism, Play, Teaching Methods, Foreign Countries
Groothuijsen, S. E. A.; Prins, G. T.; Bulte, A. M. W. – Professional Development in Education, 2019
The aim of this study is to establish an empirically substantiated professional development programme for teachers to become lead teachers who are able to support professional development of peers in times of curriculum innovation. The design of a professional development programme, participants' learning outcomes and their interrelatedness are…
Descriptors: Faculty Development, Teacher Leadership, Curriculum Development, Teacher Collaboration
Huijgen, Tim; van de Grift, Wim; van Boxtel, Carla; Holthuis, Paul – Journal of Curriculum Studies, 2018
The aim of this explorative study was to develop and test a pedagogy aimed at promoting students' ability to perform historical contextualization. Teaching historical contextualization was conceptualized in terms of four pedagogical design principles: (1) making students aware of the consequences of a present-oriented perspective when examining…
Descriptors: Design Requirements, Pretests Posttests, History Instruction, Curriculum Development
