|Appears in Collections:||Faculty of Social Sciences Book Chapters and Sections|
|Title:||Curriculum deregulation in England and Scotland - Different directions of travel?|
|Citation:||Leat D, Livingston K & Priestley M (2013) Curriculum deregulation in England and Scotland - Different directions of travel?. In: Kuiper W & Berkvens J (eds.) Balancing Curriculum Regulation and Freedom across Europe. CIDREE Yearbook, 2013. Enschede, the Netherlands: SLO Netherlands Institute for Curriculum Development, pp. 229-248. http://www.slo.nl/organisatie/recentepublicaties/cidree2013/|
|Series/Report no.:||CIDREE Yearbook, 2013|
|Abstract:||This chapter explores the balance in curricular policy between input regulation (for example prescription of content) and output regulation (for example accountability mechanisms). The chapter draws upon two case studies, England and Scotland, which have adopted diverging approaches to curriculum regulation, identifying the current balance in each country between input and output regulation. Drawing upon an ecological understanding of teacher agency, we conclude the chapter with an analysis of the extent to which England and Scotland are centralised or decentralised systems, and the relative freedom of teachers in each case to engage in school-based curriculum development.|
|Rights:||The publisher has granted permission for use of this work in this Repository. Published in Balancing Curriculum Regulation and Freedom across Europe, CIDREE Yearbook 2013 by SLO Netherlands Institute for Curriculum Development: http://www.slo.nl/organisatie/recentepublicaties/cidree2013/|
|CIDREE paper_Scotland-England_final.pdf||Fulltext - Accepted Version||494.91 kB||Adobe PDF||View/Open|
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