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1

Council, Northern Ireland Curriculum. Consultation on key stage 4 in the Northern Ireland curriculum: Consultation document. Belfast: Northern Ireland Curriculum Council, 1994.

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2

Party, Polytechnic of North London Lesbian and Gay Working. Heterosexist bias in the curriculum: Consultative document. London: PNL, 1990.

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3

National Association for the Teaching of English. Testing propasals in the national curriculum consultation document. [s.l.]: The Associations, 1987.

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4

Science, Department of Education &. The national curriculum 5-16: A consultation document. London: Dept of Education and Science, 1987.

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5

Education, Ontario Ministry of. The common curriculum, grades 1-9: Working document. Toronto: The Ministry, 1993.

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6

Toronto Catholic District School Board. Continuing Education Dept. Adult E.S.L. literacy resource guide: Curriculum support document. Toronto: Toronto Catholic District School Board, 1999.

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7

Education, Ontario Ministry of. The common curriculum: Grades 1-9 : version for parents and the general public: working document. [Toronto]: Ontario Ministry of Education and Training, 1993.

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8

ACER. The National Curriculum 5-16, a consultation document: Responses. London: ACER Centre, 1987.

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9

New Zealand. Ministry of Education. The national curriculum of New Zealand: A discussion document. Wellington: Ministry ofEducation, 1991.

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10

Authority, Derbyshire (England) Education. A Derbyshire approach to the curriculum post 16: Consultation document. Matlock: Derbyshire Education Authority, 1989.

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11

Boards, Community of Catholic School. The common curriculum in Catholic schools: (a guide for curriculum implementation) : a working document, November, 1995. [S.l: s.n.], 1995.

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12

Gandy, Yvonne. Physical education guidelines for curriculum development 5-16: A document to support teachers' curriculum planning andpreparation. Birmingham: Birmingham Curriculum Support Service, 1992.

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13

Association, Geographical. The national curriculum 5 to 16: A consultation document : a response. Sheffield: The Association, 1987.

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14

Association for Science Education. Working Party on Curriculum Models for Science 5-16. Planning for science in the curriculum: A report and discussion document. Hatfield: Association for Science Education, 1985.

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15

The Carlton Board of Education. Living Language: Language Curriculum Document for the Early and Formative Years. Carlton: The Carlton Board of Education, 1994.

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16

White, Roger. The 14-18 curriculum: Integrating CPVE, YTS, TVEI ? : a discussion document. 2nd ed. Bristol: Youth Education Service, 1985.

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17

White, Roger. The 14-18 curriculum, integrating CPVE, YTS, TVEI?: A discussion document. Bristol: Youth Education Service, 1985.

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18

White, Roger. The 14-18 curriculum: Integrating CPVE, YTS, TVEI? : a discussion document. Bristol: Youth Education Service, 1985.

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19

(UK), Design and Technology Association. DATA's initial thoughts on the National Curriculum Review: A consultation document. Wellsbourne: The Design and Technology Association, 1997.

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20

Senior cycle: Development and direction : a Curriculum and Examinations Board consultative document. Dublin: The Board, 1986.

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21

Authority, Qualifications and Curriculum. Key stage 4 curriculum in action: A discussion document for secondary schools. London: QCA, 1998.

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22

Education, Ontario Ministry of. Computers across the curriculum: Junior kindergarten to grade 12/OAC : consultation document. [Toronto]: Ontario Ministry of Education, 1991.

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23

School Curriculum and Assessment Authority. Managing the curriculum at Key stage 4: A discussion document for secondary schools. [London]: SCAA, 1995.

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24

Driscoll, Keith J. Humanities curriculum guidelines: For the middle and secondary years : an inservice training document. London: Falmer, 1986.

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25

Humanities curriculum guidelines for the middle and secondary years: An inservice training document. London: Falmer Press, 1986.

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26

l'éducation, Ontario Ministère de. Sciences: L'enseignement des Sciences Aux Cycles Primaire et Moyen: Document D'orientation. S.l: s.n, 1986.

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27

Andharia, Janki. Curriculum building in disaster management: A process document of evolving a masters' programme at TISS. Mumbai: Jamsetji Tata Centre for Disaster Management, Tata Institute of Social Sciences, 2007.

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28

Grand Erie District School Board. Information literacy: Key to thinking and learning in the digital age : a curriculum/resource document. [Brantford, Ont.]: Grand Erie District School Board, 1998.

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29

Andharia, Janki. Curriculum building in disaster management: A process document of evolving a masters' programme at TISS. Mumbai: Jamsetji Tata Centre for Disaster Management, Tata Institute of Social Sciences, 2007.

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30

D, Santha Sunil, and Jamsetji Tata Centre for Disaster Management, eds. Curriculum building in disaster management: A process document of evolving a masters' programme at TISS. Mumbai: Jamsetji Tata Centre for Disaster Management, Tata Institute of Social Sciences, 2007.

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31

Andharia, Janki. Curriculum building in disaster management: A process document of evolving a masters' programme at TISS. Mumbai: Jamsetji Tata Centre for Disaster Management, Tata Institute of Social Sciences, 2007.

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32

ACER. The National Curriculum 5-16: A consultation document : responses submitted by the Afro-Caribbean Resource Centre September 1987 to the Secretary of State Department of Education and Science. London: ACER, 1987.

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33

Association of Teachers of Mathematics. The response of the Association of Teachers of Mathematics to "The national curriculum 5-16, aconsultation document". [s.l.]: Association of Teachers of Mathematics, 1987.

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34

Education, Ontario Ministry of. Education About Aids: Resource Document : Materials For Use in the Mandatory Health Education Units. Acquired Immune Deficiency Syndrome. S.l: s.n, 1987.

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35

Teachers, National Union of. National curriculum and national testing: The response of the National Union of Teachers to the government's consultative document. [London?]: NUT, 1987.

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36

Education, Ontario Ministry of. Mathématiques: Le curriculum de l'Ontario copies types de la 1re à la 3e année : exemples de travaux d'élèves : document d'appui. [Toronto]: Le Ministère, 2001.

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37

Education, Ontario Ministry of. Mathématiques: Le curriculum de l'Ontario copies types de la 7e à la 8e année : exemples de travaux d'élèves : document d'appui. [Toronto]: Le Ministère, 2001.

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38

Education, Ontario Ministry of. Écriture: Le curriculum de l'Ontario -- copies types de la 1re à la 8e année : exemples de travaux d'élèves : document d'appui. [Toronto]: Le Ministère, 1999.

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39

Ontario. Ministère de l'éducation et de la formation. Écriture: Le curriculum de l'Ontario -- copies types de la 1re à la 8e année : exemples de travaux d'élèves : document d'appui. Toronto, Ont: Ministère de l'éducation et de la formation, 1999.

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40

l'éducation, Ontario Ministère de. Lecture: Le curriculum de l'Ontario -- copies types de la 1re à la 8e année : exemples de travaux d'élèves : document d'appui. Toronto, Ont: Ministère de l'éducation, 2000.

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41

Casserly, Dawn Elizabeth. Religious Education-Curriculum Directory for Catholic schools: A critique of the document and an enquiry into its reception and prospects. Birmingham: University of Birmingham, 1998.

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42

Education, Ontario Ministry of. Mathématiques: Le curriculum de l'Ontario copies types de la 4e à la 6e année : exemples de travaux d'élèves : document d'appui. [Toronto]: Le Ministère, 2001.

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43

Great Britain. Equal Opportunities Commission. The response of the Equal Opportunities Commission to the Department of Education and Science discussion document, The organisation and content of the 5-16 curriculum. [Manchester?]: The Commission, 1985.

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44

Education, Ontario Ministry of. Éducation coopérative: Document d'appui. [Toronto]: Le Ministère, 1990.

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45

Shand, Patricia Martin. A guide to provincial music curriculum documents since 1980. Toronto: Canadian Music Education Research Centre, University of Toronto, 1993.

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46

Rhodes, H. Clarence. Field study to determine teacher and student needs regarding curriculum documents and resources: Condensed report. [Edmonton, Alta: Alberta Education, 1989.

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47

Ho, Wai-Chung. Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729932.

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Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China examines the recent developments in school education and music education in Greater China – Mainland China, Hong Kong, and Taiwan – and the relationship between, and integration of, national cultural identity and globalization in their respective school curriculums. Regardless of their common history and cultural backgrounds, in recent decades, these localities have experienced divergent political, cultural, and educational structures. Through an analysis of the literature, official curriculum documents, approved music textbooks, and a survey questionnaire and in-depth interviews with music teachers, this book also examines the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the context of music education in respect to national and cultural values in the three territories. Wai-Chung Ho’s substantive research interests include the sociology of music, China’s education system, and the comparative study of East Asian music education. Her research focuses on education and development, with an emphasis on the impact of the interplay between globalization, nationalization, and localization on cultural development and school music education.
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48

Vandergrift, Laurens. Commonalities in core French curriculum documents in Canada: Synthesis report. [Edmonton: Alberta Education, Language Services, 1995.

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49

Education, Ontario Ministry of. Ministry of Education resource documents. [Toronto: University of Toronto, Faculty of Education, Technological Studies, 1991.

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50

Shand, Patricia Martin. A guide to music curriculum documents published by Ontario boards of education. Toronto: Canadian Music Education Research Centre, University of Toronto, 1998.

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