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Explains why implementing integrated curricula is probably a lost cause in the long term. Argues that there are hidden possibilities in a fragmented school curriculum that, ironically, may provide teachers with more opportunities to respond to both their own and students’ needs. Presents evidence from a comparative study of three school libraries.
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Stored only when both papers are in the corpus — 4 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.