Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/20761
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dc.contributor.authorPriestley, Mark-
dc.date.accessioned2016-11-02T04:23:08Z-
dc.date.issued2014-04-
dc.identifier.urihttp://hdl.handle.net/1893/20761-
dc.description.abstractFollowing 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.en_UK
dc.language.isoen-
dc.publisherEuropean Association of Curriculum Studies and Portuguese Association of Curriculum Studies-
dc.relationPriestley 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.-
dc.rightsThe 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.-
dc.subjectcurriculumen_UK
dc.subjectinput regulationen_UK
dc.subjectoutput regulationen_UK
dc.subjectScotlanden_UK
dc.titleCurriculum regulation in Scotland: A wolf in sheep’s clothing is still a wolfen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher has not yet responded to our queries. This work cannot be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.citation.jtitleEuropean Journal of Curriculum Studies-
dc.citation.issn2182-7168-
dc.citation.volume1-
dc.citation.issue1-
dc.citation.spage61-
dc.citation.epage68-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedUnrefereed-
dc.type.statusPost-print (author final draft post-refereeing)-
dc.identifier.urlhttp://pages.ie.uminho.pt/ejcs/index.php/ejcs/article/view/17-
dc.author.emailm.r.priestley@stir.ac.uk-
dc.citation.date04/2014-
dc.contributor.affiliationEducation Management and Support-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
Appears in Collections:Faculty of Social Sciences Journal Articles

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