Tag
Book Chapter
Curriculum reform: Progress, tensions and possibilities
Priestley M (2018) Curriculum reform: Progress, tensions and possibilities. In: Bryce T, Humes W, Gillies D & Kennedy A (eds.) Scottish Education. 5th edn ed. Edinburgh: Edinburgh University Press.
Book Chapter
Priestley M & Drew V (2017) Teacher sense-making in school-based curriculum development through Critical Collaborative Professional Enquiry. In: Peters M, Cowie B & Menter I (eds.) A Companion to Research in Teacher Education. Singapore: Springer, pp. 769-784. https://www.springer.com/gb/book/9789811040733
Article
Wallace C & Priestley M (2017) Secondary Science Teachers as Curriculum Makers: Mapping and Designing Scotland's New Curriculum for Excellence. Journal of Research in Science Teaching, 54 (3), pp. 324-349. https://doi.org/10.1002/tea.21346
Preprint / Working Paper
A perspective on learning outcomes in curriculum and assessment
Priestley M (2016) A perspective on learning outcomes in curriculum and assessment.
Book Chapter
The teacher and the curriculum: exploring teacher agency
Priestley M, Biesta G, Philippou S & Robinson S (2016) The teacher and the curriculum: exploring teacher agency. In: Wyse D, Hayward L & Pandya J (eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment. London: SAGE Publications Ltd, pp. 187-201. http://www.sagepub.com/books/Book242832?subject=C00&fs=1
Choice, attainment and positive destinations: exploring the impact of curriculum policy change on young people
PI: Dr Marina Shapira
Funded by: The Nuffield Foundation
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Stories in the Land
PI: Professor Gregory Mannion
Funded by: The Ernest Cook Trust
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HEA Curriculum for Excellence Scholarship Scheme
PI: Professor Gregory Mannion
Funded by: Higher Education Academy
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