Literaturnachweis - Detailanzeige
| Autor/inn/en | Priestley, Mark; Minty, Sarah; Eager, Michelle |
|---|---|
| Titel | School-Based Curriculum Development in Scotland: Curriculum Policy and Enactment |
| Quelle | In: Pedagogy, Culture and Society, 22 (2014) 2, S.189-211 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1468-1366 |
| DOI | 10.1080/14681366.2013.812137 |
| Schlagwörter | Foreign Countries; Curriculum Development; Teacher Role; Change Agents; Educational Policy; Secondary Schools; Case Studies; Semi Structured Interviews; Curriculum Implementation; Teacher Attitudes; High Schools; Innovation; Comparative Analysis; Educational Change; Online Surveys; Qualitative Research; United Kingdom (Scotland) |
| Abstract | Recent worldwide trends in curriculum policy have re-emphasised the role of teachers in school-based curriculum development. Scotland's Curriculum for Excellence is typical of these trends, stressing that teachers are agents of change. This paper draws upon empirical data to explore school-based curriculum development in response to Curriculum for Excellence. We focus on two case studies--secondary schools within a single Scottish local education authority. In the paper we argue that the nature and extent of innovation in schools is dependent upon teachers being able to make sense of often complex and confusing curriculum policy, including the articulation of a clear vision about what such policy means for education within each school. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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