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The Role of Epistemological Beliefs and Democratic Values in Curriculum Orientations: A Mixed-Methods Study

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dc.contributor.authorTuğba Babacan
dc.contributor.authorMeral Güven
dc.date.accessioned2026-05-20T10:14:21Z
dc.date.issued2026-01-01
dc.identifier.doi10.1177/21582440251410372
dc.identifier.issn2158-2440
dc.identifier.issue1
dc.identifier.openalexW7118297608
dc.identifier.urihttps://hdl.handle.net/11421/39614
dc.identifier.urihttps://doi.org/10.1177/21582440251410372
dc.identifier.volume16
dc.language.isoen
dc.relation.ispartofSAGE Open
dc.rightsopenAccess
dc.subjectVignette
dc.subjectCurriculum
dc.subjectDemocracy
dc.subjectThematic analysis
dc.subjectQualitative property
dc.subjectStructural equation modeling
dc.subjectQualitative research
dc.subjectAction (physics)
dc.subjectData collection
dc.subject.sdg4
dc.titleThe Role of Epistemological Beliefs and Democratic Values in Curriculum Orientations: A Mixed-Methods Study
dspace.entity.typePublication

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