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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/11355
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dc.contributor.authorPriestley, Marken_UK
dc.contributor.authorMinty, Sarahen_UK
dc.contributor.authorEager, Michelleen_UK
dc.date.accessioned2017-12-21T03:52:30Z-
dc.date.available2017-12-21T03:52:30Z-
dc.date.issued2014en_UK
dc.identifier.urihttp://hdl.handle.net/1893/11355-
dc.description.abstractRecent 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.en_UK
dc.language.isoenen_UK
dc.publisherTaylor and Francisen_UK
dc.relationPriestley 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. https://doi.org/10.1080/14681366.2013.812137en_UK
dc.rightsThis 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/10.1080/14681366.2013.812137en_UK
dc.subjectCurriculumen_UK
dc.subjectteachersen_UK
dc.subjectschoolsen_UK
dc.subjectcurriculum developmenten_UK
dc.subjectinnovationen_UK
dc.titleSchool-based curriculum development in Scotland: Curriculum policy and enactmenten_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2016-02-02en_UK
dc.rights.embargoreason[SBCD_PCS_final.pdf] Publisher requires embargo of 18 months after formal publication.en_UK
dc.identifier.doi10.1080/14681366.2013.812137en_UK
dc.citation.jtitlePedagogy, Culture and Societyen_UK
dc.citation.issn1747-5104en_UK
dc.citation.issn1468-1366en_UK
dc.citation.volume22en_UK
dc.citation.issue2en_UK
dc.citation.spage189en_UK
dc.citation.epage211en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailm.r.priestley@stir.ac.uken_UK
dc.citation.date01/08/2013en_UK
dc.contributor.affiliationInitial Teacher Education - LEGACYen_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationUniversity of Stirlingen_UK
dc.identifier.isiWOS:000211204100002en_UK
dc.identifier.scopusid2-s2.0-84902657066en_UK
dc.identifier.wtid733045en_UK
dc.contributor.orcid0000-0001-8276-7771en_UK
dc.date.accepted2012-12-19en_UK
dcterms.dateAccepted2012-12-19en_UK
dc.date.filedepositdate2013-03-01en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorPriestley, Mark|0000-0001-8276-7771en_UK
local.rioxx.authorMinty, Sarah|en_UK
local.rioxx.authorEager, Michelle|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2016-02-02en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||2016-02-01en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2016-02-02|en_UK
local.rioxx.filenameSBCD_PCS_final.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1468-1366en_UK
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