Students’ experiences of Bildung and education: Is it in accordance with Norway’s curriculum policy?

Autor: Stubhaug, Mia, Tahirsylaj, Armend

Externí odkaz: https://hdl.handle.net/11250/3125354

From Content- to Competence-Based Curricula – An Educational Account of Curriculum Policy in Kosovo.

Autor: Tahirsylaj, Armend¹, Fazliu, Fitore²

Publikováno v: European Education. Mar 2021, Vol. 53 Issue 1, p1-14. 14p. 2 Charts.

Teacher autonomy and responsibility variation and association with student performance in Didaktik and curriculum traditions.

Autor: Tahirsylaj, Armend¹ armend.tahirsylaj@lnu.se

Publikováno v: Journal of Curriculum Studies. Apr2019, Vol. 51 Issue 2, p162-184. 23p. 1 Diagram, 4 Charts, 7 Graphs.

The conceptual and methodological construction of a ‘global’ teacher identity through talis

Autor: Tahirsylaj, Armend, Smith, William C., Khan, Gulab, Wermke, Wieland

Publikováno v: Tahirsylaj, A, Smith, W C, Khan, G & Wermke, W 2021, ' Konceptualno in metodološko oblikovanje »globalne« identitete učitelja s pomočjo talis ', Center for Educational Policy Studies Journal, vol. 11, no. 3, pp. 75-95 . https://doi.org/10.26529/cepsj.1090

The present article investigates the construction of a ‘global’ teacher identity by the Organisation for Economic Cooperation and Development (OECD) since the introduction of the Teaching and Learning International Survey (TALIS) in 2008. We crit

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=od______3094::437d0a82389c6b0df10510cd208e20e0
https://www.pure.ed.ac.uk/ws/files/236644470/1090_Article_Text_3499_1_10_20210928.pdf

Placing Kosovo in the didaktik-curriculum continuum: A quantitative, international comparative perspective

Autor: Tahirsylaj, Armend

Externí odkaz: https://hdl.handle.net/11250/2737080