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Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education

dc.contributor.editorUljens, Michael
dc.contributor.editorYlimaki, Rose M.
dc.date.accessioned2021-02-10T12:58:18Z
dc.date.issued2017
dc.date.submitted2018-10-01 23:55:55
dc.date.submitted2020-03-18 13:36:15
dc.date.submitted2020-04-01T12:05:30Z
dc.identifier1002157
dc.identifierOCN: 1013477805
dc.identifierhttp://library.oapen.org/handle/20.500.12657/27847
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/28680
dc.description.abstractcurriculum; educational leadership; philosophy of education; Bildung
dc.languageEnglish
dc.relation.ispartofseriesEducational Governance Research
dc.rightsopen access
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.othercurriculum
dc.subject.othereducational leadership
dc.subject.otherphilosophy of education
dc.subject.otherBildung
dc.subject.otherthema EDItEUR::J Society and Social Sciences::JN Education
dc.titleBridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education
dc.typebook
oapen.identifier.doi10.1007/978-3-319-58650-2
oapen.relation.isPublishedBy9fa3421d-f917-4153-b9ab-fc337c396b5a
oapen.relation.isbn9783319586502
oapen.place.publicationCham


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Except where otherwise noted, this item's license is described as open access