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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/8945
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dc.contributor.authorCanning, Royen_UK
dc.date.accessioned2016-10-19T00:03:16Z-
dc.date.available2016-10-19T00:03:16Zen_UK
dc.date.issued2003-08en_UK
dc.identifier.urihttp://hdl.handle.net/1893/8945-
dc.description.abstractThe paper questions the current importance given in the post-compulsory literature to curriculum planning models. In particular, the writer draws attention to how curriculum discourses promote an overly rational and simplistic view of systemic education change processes. The research is based on an analysis of post-16 secondary data sources in Scotland and a case study of a local school and college in Fife. The implementation of 'Higher Still' provides the policy backdrop to the research. Finally, a case is made for conceptualizing curriculum reform within a wider multi-levelled and culturally-driven education modelen_UK
dc.language.isoenen_UK
dc.publisherTaylor and Francisen_UK
dc.relationCanning R (2003) Curriculum discourses in post-compulsory education: a case study on the introduction of 'Higher Still' in Scotland. Journal of Education Policy, 18 (4), pp. 439-451. https://doi.org/10.1080/0268093032000106875en_UK
dc.rightsThe publisher does not allow this work to 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.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
dc.titleCurriculum discourses in post-compulsory education: a case study on the introduction of 'Higher Still' in Scotlanden_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2992-10-01en_UK
dc.rights.embargoreason[TEDP100586.pdf] 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.en_UK
dc.identifier.doi10.1080/0268093032000106875en_UK
dc.citation.jtitleJournal of Education Policyen_UK
dc.citation.issn1464-5106en_UK
dc.citation.issn0268-0939en_UK
dc.citation.volume18en_UK
dc.citation.issue4en_UK
dc.citation.spage439en_UK
dc.citation.epage451en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.author.emailroy.canning@stir.ac.uken_UK
dc.citation.date30/11/2010en_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.isiWOS:000185182200006en_UK
dc.identifier.wtid771876en_UK
dcterms.dateAccepted2010-11-30en_UK
dc.date.filedepositdate2012-09-07en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorCanning, Roy|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2992-10-01en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filenameTEDP100586.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source0268-0939en_UK
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