|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Curriculum for Excellence: 'A brilliant idea, but. . .'|
|Citation:||Priestley M & Minty S (2013) Curriculum for Excellence: 'A brilliant idea, but. . .', Scottish Educational Review, 45 (1), pp. 39-52.|
|Abstract:||Scotland’s Curriculum for Excellence typifies many international trends in curricular policy, through its emphasis on generic skills and competencies, its focus on pedagogy and its apparent extension of autonomy to teachers as agents of change. Such curricula pose considerable challenges to school systems, where prevailing practices are often at odds with policy aspirations. This article draws upon empirical research conducted in a Scottish local authority to explore how teachers make sense of the new curriculum. It differentiates between first order engagement – most teachers welcome Curriculum for Excellence in principle – and second order engagement, which relates to the extent to which the new curriculum is congruent with teachers’ deeper conceptions about knowledge, learning and assessment.|
|Rights:||Publisher policy allows this work to be made available in this repository. Published in Scottish Educational Review, 45 (1), pp. 39-52. The original publication is available at: http://www.scotedreview.org.uk/pdf/355.pdf|
|Curriculum for Excellence_SER_FINAL.pdf||468.76 kB||Adobe PDF||View/Open|
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact email@example.com providing details and we will remove the Work from public display in STORRE and investigate your claim.