|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||School-based curriculum development in Scotland: Curriculum policy and enactment|
|Publisher:||Taylor and Francis|
|Citation:||Priestley M, Minty S & Eager M (2014) School-based curriculum development in Scotland: Curriculum policy and enactment, Pedagogy, Culture and Society, 22 (2), pp. 189-211.|
|Abstract:||Recent worldwide trends in curriculum policy have re-emphasised the role of teachers in school-based curriculum development. Scotland’s Curriculum for Excellence is typical of these trends, stressing that teachers are agents of change. This paper draws upon empirical data to explore school-based curriculum development in response to Curriculum for Excellence. We focus on two case studies – secondary schools within a single Scottish local education authority. In the paper we argue that the nature and extent of innovation in schools is dependent upon teachers being able to make sense of often complex and confusing curriculum policy, including the articulation of a clear vision about what such policy means for education within each school.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Author's Accepted Manuscript of an article published in Pedagogy, Culture & Society, Volume 22, Issue 2, 2014, pp. 189-211 copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/14681366.2013.812137|
|Affiliation:||Initial Teacher Education|
University of Stirling
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