Akker, J.V.D. Kuiper, W & Hameyer, U. (2003). Curriculum perspectives an introduction. (Curriculum Landscape and trends). Dordrecht: Kluwer Academic publishers.
Burke, Lynsey A. (2007). Developing Young Thinkers: Discovering Baseline Understandings of Effective Thinking among Children and Teachers and Intervening to Enhance Thinking Skills. Ph.D. Thesis. Edinburgh: University of Edinburgh.
Glatthorn, A.A. Boschee, F. White head, B.M & Boschee, B.F. (2012). curriculumleadership:Strategies for Development and Implementation. (Third Ed). Thousand oaks, SAGE, Inc.
Golding, Clinton. (2005). “CREATING A THINKING SCHOOL”. Designing a Thinking Curriculum. Melbourne: ACER Press.
Innabi, H & El Sheikh, O. (2007). The change in Mathematics Teachers perception of Critical Thinking after 15 Years of Education Reform in Jordan. Journal of Educational Studies in Mathematics. V64, nl p45-68.
Koto, I. (2013). Indonesian Primary School Science in Practice: Challenges between the Intended and Implemented Curriculum. . Ph.D. Thesis. , Australia: Science and Mathematics Education Centre, Curtin University.
Kurz, A. (2011). Opportunity to learn the intended curriculum: Measuring key instructional indicators and examining relations to achievement for students with disabilities. PhD. Thesis. Nashville: Vanderbilt University.
Lipman, M. (1980).
Philosophy in the classroom (2ndedition).
Philadelphia: Temple University Press.
Lipman, M. (2003).Reasoning in Social Studies (Philosophy for Children). Oxford: Basil Blackwell.
Luen, W.K. (2008). Curriculum Gaps in Business Education: a Case Study of Stakeholders’ Perception. Ph.D. Thesis. Leicester: University of Leicester.
Mayers, C.B & Myers,L.K. (1990). An Introduction to Teaching & Schools. New York: Holt, Rinehart and Winston, Inc.
McBain, R. (2011).
How high can students think? A study of students cognitive levels using blooms taxonomyin social students. Reports Research. Thailand:N/A Sept.
http://eric.ed.gov.
Monica, J. (2003). A study of textbooks as the potentially implemented curriculum. Lulea: Department of Mathematics Lulea university of technology.
Morton, A. (2008). Helping Students Set Goals and Monitor their own Learning. Wiki book, The open-content textbooks collection; Amor 007 Talk 23:21 (UTC).
Ntoi , L. (2007). Incorporating technology into the Lesotho science curriculum: investigating the gap between the intended and the implemented curriculum. Ph.D. Thesis. South Africa: university of the western cape.
Ono, Y. (2010). Bridging the Gap between Intended and Implemented Curriculum: Japanese Experience of Education Development. CICE Series.V4,I1 .pp.53-62.
Parado, Sh. (2002). Effects of a teacher training works shop or creativity, cognitional school achievement, high ability studies. V13, N1.
Schmidt, W.H.; Raizen, S.; Britton, E.D.; Bianchi, L.J. & Wolfe, R. (1997). Many visions. Many aims: across national investigation of curricular intenttions in school Mathematics. vol.1. Dordrecht: Kluwer.
Scheker Mendoza, A. (2011). Educational reform and teachers’ decision making relationship between the intended and the implemented reading curriculum in Dominican primary schools. annual meeting of the 53rd Annual Conference of the Comparative and International Education Society. New York.
Smith, R.J. (2012). Alignment of intended learning outcomes, curriculum and assessment in middle school science program. M.A. theses. Mount Lawley: Edith Cowan University.
Williams, W.M.; Blythe, T.; White, N.; Lin, J.; Gardner, H.& Sternberg, R. J (2002)
. Practical Intelligence for School: Developmentsss Metacognitive Sourced of Achievement in Adolescence Development Review. Developmental Review.v22, n2, pp:162-210.