Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/22518
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dc.contributor.authorDrew, Valerie-
dc.contributor.authorPriestley, Mark-
dc.contributor.authorMichael, Maureen K-
dc.date.accessioned2017-11-10T03:07:52Z-
dc.date.available2017-11-10T03:07:52Z-
dc.date.issued2016-
dc.identifier.urihttp://hdl.handle.net/1893/22518-
dc.description.abstractIn recent years, there has been considerable interest within education policy in collaborative professional enquiry/inquiry methodologies, both as an alternative to top-down implementation of change and for the purpose of fostering educational improvement. However, researchers have been critical of this approach, pointing to various concerns: these include the risk of reducing a developmental methodology to an instrumental means for delivering policy, as well as issues around sustainability of practices. This paper describes a Scottish university/local authority partnership, which developed an approach entitled Critical Collaborative Professional Enquiry, designed to address some of these concerns. The paper also reports on empirical outcomes related to the partnership project.  This interpretivist study generated qualitative data from multiple sources, utilising a range of methods including semi-structured interviews with teachers and school leaders, evaluation surveys and analysis of artefacts developed during the inquiry phases of the project. This programme exerted a powerful effect on the teachers who participated. The research suggests that teachers developed better understandings of the curriculum, and of curriculum development processes. There is evidence of innovation in pedagogy, some sustained and radical in nature, and further evidence of changes to the cultures of the participating schools, for example a shift towards more democratic ways of working. This paper reports upon an original approach to curriculum development, with considerable potential to transform the ways in which schools approach innovation.en_UK
dc.language.isoen-
dc.publisherEmerald-
dc.relationDrew V, Priestley M & Michael MK (2016) Curriculum Development Through Critical Collaborative Professional Enquiry, Journal of Professional Capital and Community, 1 (1), pp. 92-106.-
dc.rightsPublisher policy allows this work to be made available in this repository. Published in Journal of Professional Capital and Community, (2016) Vol. 1 Iss: 1, pp.92 - 106 by Emerald. The original publication is available at: http://www.emeraldinsight.com/doi/pdf/10.1108/JPCC-09-2015-0006-
dc.subjectCollaborative professional enquiryen_UK
dc.subjectinquiryen_UK
dc.subjectcurriculum developmenten_UK
dc.subjectprofessional learningen_UK
dc.titleCurriculum Development Through Critical Collaborative Professional Enquiryen_UK
dc.typeJournal Articleen_UK
dc.identifier.doihttp://dx.doi.org/10.1108/JPCC-09-2015-0006-
dc.citation.jtitleJournal of Professional Capital and Community-
dc.citation.issn2056-9548-
dc.citation.volume1-
dc.citation.issue1-
dc.citation.spage92-
dc.citation.epage106-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPost-print (author final draft post-refereeing)-
dc.identifier.urlhttp://www.emeraldinsight.com/doi/pdf/10.1108/JPCC-09-2015-0006-
dc.author.emailm.r.priestley@stir.ac.uk-
dc.citation.date01/2016-
dc.contributor.affiliationEducation-
dc.contributor.affiliationEducation Management and Support-
dc.contributor.affiliationEducation-
dc.identifier.isi000410929900006-
Appears in Collections:Faculty of Social Sciences Journal Articles

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