Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/3367
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dc.contributor.authorWallace, Carolyn-
dc.contributor.authorPriestley, Mark-
dc.date.accessioned2016-11-22T02:25:17Z-
dc.date.issued2011-09-
dc.identifier.urihttp://hdl.handle.net/1893/3367-
dc.description.abstractThe purpose of this study was to investigate socio-cultural factors underpinning curriculum change by examining teacher beliefs in the context of professional development. Scottish teachers in the study were participating in policy implementation based on formative assessment. We selected teachers who were positive about the formative assessment initiative, so as to examine the interrelationships amongst beliefs, policy and practices when teachers intended to implement curriculum innovation. The aims of the study were to investigate: (a) the nature of teachers‟ beliefs about teaching, learning and the professional development programme; (b) how those beliefs influenced the teachers‟ mediation of reform policy in their own classrooms; and (c) points of resonance or tension between teacher‟s beliefs and the council‟s philosophy towards and management of policy implementation. A qualitative interpretive cross-case study approach was used with five participant teachers from different secondary subject areas. Results suggested that the unique stance of district administrators to give teachers the opportunity to create their own reform methods, a “bottom up” mode of implementation, appeared to be a significant factor in promoting the reform policy.en_UK
dc.language.isoen-
dc.publisherTaylor & Francis (Routledge)-
dc.relationWallace C & Priestley M (2011) Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change, Journal of Curriculum Studies, 43 (3), pp. 357-381.-
dc.rightsPublished in Journal of Curriculum Studies by Taylor & Francis (Routledge).; This is an electronic version of an article published in Journal of Curriculum Studies, in press. Journal of Curriculum Studies is available online at: http://www.tandf.co.uk/journals/titles/00220272.asp; The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work. 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.subjectprofessional developmenten_UK
dc.subjectteacher beliefsen_UK
dc.subjectformative assessmenten_UK
dc.subjectcurriculum reformen_UK
dc.subject.lcshCurriculum change Scotland-
dc.subject.lcshCurriculum planning Scotland-
dc.subject.lcshEducational evaluation Scotland-
dc.titleTeacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and changeen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThere is currently an embargo on the full text of this work.-
dc.identifier.doihttp://dx.doi.org/10.1080/00220272.2011.563447-
dc.citation.jtitleJournal of Curriculum Studies-
dc.citation.issn0022-0272-
dc.citation.volume43-
dc.citation.issue3-
dc.citation.spage357-
dc.citation.epage381-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPost-print (author final draft post-refereeing)-
dc.identifier.urlhttp://www.tandf.co.uk/journals/tf/00220272.html-
dc.author.emailm.r.priestley@stir.ac.uk-
dc.citation.date20/09/2011-
dc.contributor.affiliationAuburn University-
dc.contributor.affiliationInitial Teacher Education-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
dc.identifier.isi000300166600004-
Appears in Collections:Faculty of Social Sciences Journal Articles

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