|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Unrefereed|
|Title:||Curriculum regulation in Scotland: A wolf in sheep’s clothing is still a wolf|
|Citation:||Priestley M (2014) Curriculum regulation in Scotland: A wolf in sheep’s clothing is still a wolf. European Journal of Curriculum Studies, 1 (1), pp. 61-68. http://pages.ie.uminho.pt/ejcs/index.php/ejcs/article/view/17|
|Abstract:||Following political devolution in 1999, Scotland’s already distinctive education system has diverged further from the rest of the United Kingdom. A major trend has been a weakening of input regulation of the school curriculum. Scotland’s recently developed Curriculum for Excellence (CfE) has been predicated upon notions of curricular flexibility, local autonomy and school-based curriculum development. Ostensibly Scotland has entered a new era of curricular autonomy for schools and teachers. However, while Scotland has escaped some of the worst excesses of England’s marketised approaches to regulating outputs, the new curriculum has been accompanied by high levels of output regulation – most notably the recourse to external inspections and the use of attainment data to judge of the effectiveness of schools – which reduce school autonomy. Although there have been recent attempts to soften this approach in line with the spirit of CfE, it is evident that such methods for accountability exert an effect on schools, contributing to cultures of performativity, creating perverse incentives and potentially distorting educational decision making in schools. In this paper, I examine the balance between input and output regulation, considering how the current balance in Scotland impacts upon teacher agency, and especially the capacity of teachers to undertake school-based curriculum development.|
|Rights:||The publisher has not yet responded to our queries therefore this work cannot be made publicly available in this Repository. 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.|
|Curriculum Studies 2013_Scotland_full paper.pdf||Fulltext - Accepted Version||455.61 kB||Adobe PDF||Under Permanent Embargo Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.
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 firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.