Tag
Book Chapter
A curriculum for … what? The Scottish experience of developing a competency-based curriculum
Priestley M (2024) A curriculum for … what? The Scottish experience of developing a competency-based curriculum. In: Czerniawski G, Jones S, Holmes-Henderson A, Pountney R, Pugh V & Yang W (eds.) Curriculum in a Changing World: 50 think pieces on education, policy, practice, innovation and inclusion. Market Harborough: Troubador Publishing.
Book Chapter
Curriculum Making and Teacher Agency
Priestley M, Philippou S, Alvunger D & Soini T (2022) Curriculum Making and Teacher Agency. In: Tierney R, Rizvi F & Ercikan K (eds.) Elsevier International Encyclopaedia of Education. 4th ed. Amsterdam: Elsevier. https://www.elsevier.com/books/international-encyclopedia-of-education/tierney/978-0-12-818629-9
Editorial
Debate and critique in curriculum studies: new directions?
Priestley M & Philippou S (2019) Debate and critique in curriculum studies: new directions?. The Curriculum Journal, 30 (4), pp. 347-351. https://doi.org/10.1080/09585176.2019.1670948
Article
Re-assembling environmental and sustainability education: orientations from New Materialism
Mannion G (2019) Re-assembling environmental and sustainability education: orientations from New Materialism. Environmental Education Research, 26 (9-10), pp. 1353-1372. https://doi.org/10.1080/13504622.2018.1536926
Book Chapter
Childhoodnature Pedagogies and Place: An Overview and Analysis
Stevenson RB, Mannion G & Evans N (2018) Childhoodnature Pedagogies and Place: An Overview and Analysis. In: Cutter-Mackenzie-Knowles A, Malone K & Barratt Hacking E (eds.) Research Handbook on Childhoodnature; Springer International Handbooks of Education. Springer International Handbooks of Education book series (SIHE). Cham, Switzerland: Springer International Publishing, pp. 1-21. https://doi.org/10.1007/978-3-319-51949-4_76-1
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
Book Chapter
The primacy of place in education in outdoor settings
Mannion G & Lynch J (2016) The primacy of place in education in outdoor settings. In: Humberstone B, Prince H & Henderson K (eds.) Routledge International Handbook of Outdoor Studies. London: Routledge, pp. 85-94. https://www.routledge.com/products/9781138782884
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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Inverness Creative Curriculum
PI: Professor Mark Priestley
Funded by: Education Scotland
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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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