Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/11355
Full metadata record
DC FieldValueLanguage
dc.contributor.authorPriestley, Mark-
dc.contributor.authorMinty, Sarah-
dc.contributor.authorEager, Michelle-
dc.date.accessioned2017-12-21T03:52:30Z-
dc.date.available2017-12-21T03:52:30Z-
dc.date.issued2014-
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.isoen-
dc.publisherTaylor and Francis-
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.-
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/10.1080/14681366.2013.812137-
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.embargodate2016-01-31T00:00:00Z-
dc.rights.embargoreasonPublisher requires embargo of 18 months after formal publication.-
dc.identifier.doihttp://dx.doi.org/10.1080/14681366.2013.812137-
dc.citation.jtitlePedagogy, Culture and Society-
dc.citation.issn1468-1366-
dc.citation.volume22-
dc.citation.issue2-
dc.citation.spage189-
dc.citation.epage211-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPost-print (author final draft post-refereeing)-
dc.author.emailm.r.priestley@stir.ac.uk-
dc.citation.date01/08/2013-
dc.contributor.affiliationInitial Teacher Education-
dc.contributor.affiliationEducation-
dc.contributor.affiliationUniversity of Stirling-
dc.identifier.isi000211204100002-
Appears in Collections:Faculty of Social Sciences Journal Articles

Files in This Item:
File Description SizeFormat 
SBCD_PCS_final.pdf490.03 kBAdobe PDFView/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 library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.