The DOI matches its Crossref record; the references it cites are not checked yet.
Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Some studies (e.g., Shawer, 2010) have found that when teachers are included in decision-making processes, such as curriculum design, they are more likely to enable the success of new changes in any educational system.”
From Factors Underlying Low Achievement of Saudi EFL Learners (2016) · cites this paper as Shawer, 2010
Citations
The citation lists haven’t been fetched yet
References 91 · Cited by 208
Research works printed but not linked: 1
- Randolph, 2007, The 3 P's of curriculum redesign: principles, personal qualities and process, Independent School, 66, 86
Metadata
- Authors
- Shawer, S. F.
- Affiliations
- Washington State University (US)
- Corresponding author
- Shawer, Saad F.
- ORCID
- Shawer, Saad F.
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2010-02
- Volume
- 26
- Issue
- 2
- Pages
- 173-184
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W2083902836
- Cited by
- 208
- References
- 91
- Citations by year
- 2026: 14 · 2025: 13 · 2024: 18 · 2023: 18 · 2022: 14 · 2021: 15 · 2020: 16 · 2019: 11 · 2018: 6 · 2017: 12 · 2016: 11 · 2015: 16 · 2014: 15 · 2013: 10 · 2012: 7
- FWCI
- 53.92
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.elsevier.com/tdm/userlicense/1.0/ (tdm)
- Locations
- Teaching and Teacher Education (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Keywords
- EFL teachers, curriculum implementation, teacher professional development, curriculum making, constructivism, university students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters. https://app.cochat.ai/papers/10.1016/j.tate.2009.03.015
- The paper
- Shawer, S. F. (2010). Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2009.03.015
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
