School-based curriculum development in Scotland: curriculum policy and enactment

Priestley, Mark; Minty, Sarah; Eager, Michelle

doi:10.1080/14681366.2013.812137

Cited by 41 publications

(30 citation statements)

References 20 publications

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“…At the micro level, parents' demands, principals' leadership, kindergartens' characteristics, teachers' professional competencies and so on, were found to affect curriculum development, consistent with the findings of previous research (e.g. Oliva & Gordon, 2013;Priestley, Minty, & Eager, 2014); the importance of teachers' participation in research projects was a new insight. From the macro perspective, consistent with previous literature (e.g.…”

Section: Further Explanations From the Cultural-institutional Planesupporting

confidence: 88%

A school-based fusion of East and West: a case study of modern curriculum innovations in a Chinese kindergarten

Yang

2017

Journal of Curriculum Studies

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School-based curriculum innovations have been widely implemented in Chinese kindergartens since the turn of the new millennium. However, in the absence of professional guidance, Chinese kindergartens have been forced to 'ride a blind horse' when developing curriculum. The aim of this study was to understand the nature of and mechanisms underlying school-based curriculum (SBC) development (SBCD) in an informative kindergarten in southern China from the sociocultural-historical perspective. Data obtained from interviews, observations and document analysis were triangulated to determine why and how curriculum innovations had taken place and the nature of the curriculum introduced. Evidence suggested that (1) SBCD in the Chinese kindergarten under study was a dynamic process undertaken in four main stages: imitation, absorption, integration, and evaluation; (2) the resulting SBC was a comprehensive and sophisticated curricular system balancing child-centred and teacher-directed pedagogies and hybridising Eastern and Western curricula; and (3) SBCD in the kindergarten under study was guided by Chinese philosophy (highlighting balance and harmony), which offers a valuable perspective on recent curriculum changes in Chinese kindergartens. The theoretical and practical implications of these findings were discussed.

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Section: Further Explanations From the Cultural-institutional Planesupporting

confidence: 88%

A school-based fusion of East and West: a case study of modern curriculum innovations in a Chinese kindergarten

Yang

2017

Journal of Curriculum Studies

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“…The emergence of an implementation gap is familiar to many studies of policy and practice, and part of CfE as well (e.g. Priestley et al, 2014). regression from initial ambitions is also a familiar part of the Scottish educational landscape (see e.g.…”

Section: Resultsmentioning

confidence: 99%

Evaluating efforts to enhance health and wellbeing in Scottish secondary schools

Thorburn

2016

Journal of Curriculum Studies

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“…For instance, structures and resources, the understanding and attitudes of the stakeholders involved in the reform work as well as well as curriculum coherence, i.e., a clear, shared vision, and the alignment within the curriculum, are shown to be determinants of reform success (e.g. Cheung and Wong, 2012;Desimone, 2002;Newmann et al, 2001;Priestley et al, 2014;Reezigt and Cheemers, 2005). Also the alignment (see e.g.…”

Section: Introductionmentioning

confidence: 99%

Primary determinants of a large-scale curriculum reform

Tikkanen

Pyhältö

Soini

et al. 2017

JEA

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The aim of the study was to gain a better understanding of how national board administrators, more precisely, officials at the Finnish National Board of Education (FNBE) have perceived the primary influencing factors, or "regulators", of the national core curriculum reform and the success of the implementation. The alignment between the identified regulators was also explored. Altogether 23 FNBE officials participated in this mixed methods study. The results showed that the officials perceived the core curriculum reform as a systemic entity: the reform was implemented using a top-down-bottom-up strategy, and several regulators were identified at different levels of the education system. The officials also viewed the implementation as successful, and identified more promoting than hindering factors in it. However, they emphasised regulators at the administrative level, whereas regulators at the district or national levels were less often identified. They also highlighted the importance of orchestrating collaboration in comparison with the other regulators. The results imply that in addition to considering separate determinants of reform success, it is important to pay attention to sufficient alignment between the regulators at different levels of the education system in order to better understand and promote the implementation of a large-scale reform. This study provides new knowledge on national board administrators' perspectives on what regulates the implementation of a large-scale curriculum reform.

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School-based curriculum development in Scotland: curriculum policy and enactment

Abstract: Recent worldwide trends in curriculum policy

Cited by 41 publications

References 20 publications

A school-based fusion of East and West: a case study of modern curriculum innovations in a Chinese kindergarten

A school-based fusion of East and West: a case study of modern curriculum innovations in a Chinese kindergarten

Evaluating efforts to enhance health and wellbeing in Scottish secondary schools

Primary determinants of a large-scale curriculum reform

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