ERIC Number: EJ1093076
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Curriculum for Excellence: "A Brilliant Idea, But…"
Priestley, Mark; Minty, Sarah
Scottish Educational Review, v45 n1 p39-52 2013
Scotland's Curriculum for Excellence typifies many international trends in curricular policy, through its emphasis on generic skills and competencies, its focus on pedagogy and its apparent extension of autonomy to teachers as agents of change. Such curricula pose considerable challenges to school systems, where prevailing practices are often at odds with policy aspirations. This article draws upon empirical research conducted in a Scottish local authority to explore how teachers make sense of the new curriculum. It differentiates between first order engagement--most teachers welcome Curriculum for Excellence in principle--and second order engagement, which relates to the extent to which the new curriculum is congruent with teachers' deeper conceptions about knowledge, learning and assessment.
Descriptors: Foreign Countries, National Curriculum, Educational Quality, Skill Development, Competence, Educational Policy, Teacher Attitudes, Teacher Role, Stakeholders, Attitude Measures, Professional Autonomy, Semi Structured Interviews, Interdisciplinary Approach, Case Studies
Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail: email@example.com; Website: http://www.scotedreview.org.uk
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Grant or Contract Numbers: N/A