Recent/current funded research and knowledge exchange includes:
- a Nuffield-funded project on curriculum making in Scottish secondary schools (2019-21)
- two British Council projects on the implementation of the new Croatian national curriculum (2018-2019)
- the Scottish Government’s Rapid Review of National Qualifications 2020 in the aftermath of the cancellation of examinations due to COVID-19 controversy (2021)
- a Carnegie Trust project to research the Epistemic Socialisation of Scottish History Teachers (2018)
- a SSERC-funded project to develop STEM champions in schools (2020-21)
- two knowledge exchange projects funded by the Educational Achievement Service, South East Wales, to build school leadership capacity for curriculum making
- three cohorts of experienced headteachers undertaking a three day course on curriculum making as part of the Education Scotland Excellence in Headship programme.
The most recent publication to emerge from the group is: Priestley, M., Alvunger, D., Philippou, S. & Soini, T. (2021). Curriculum making in Europe: policy and practice within and across diverse contexts. Bingley: Emerald. https://www.stir.ac.uk/research/hub/publication/1697232
This is an edited collection that reflects the international profile of group members and the Stirling Network for Curriculum Studies.
Other recent publications include:
Mannion G, Sowerby M & I’Anson J (2020) Four arenas of school-based participation: towards a heuristic for children's rights-informed educational practice. Discourse: Studies in the Cultural Politics of Education.
Xenofontos, C., Fraser, S., Priestley, A. & Priestley, M. (in press). Mathematics teachers and social justice: A systematic review of empirical studies. Oxford Review of Education.
Shapira, M. & Priestley, M. (2020). Do schools matter? An exploration of the determinants of lower secondary school subject choices under the Scottish Curriculum for Excellence. Review of Education, 8, 191-238.
Hizli Alkan, S. & Priestley, M. (2019). Teacher mediation of curriculum making: the role of reflexivity. Journal of Curriculum Studies, 51, 737-754.
Priestley, M. & Xenofontos, C. (2020). Curriculum making: key concepts and practices. In J. Biddulph & J. Flutter (Eds.), Unlocking Research: Designing the curriculum. London: Routledge.
Priestley, M. & Drew, V. (2019). Professional Enquiry: an ecological approach to developing teacher agency. In: D Godfrey and C. Brown (eds.), An Eco-System for Research-Engaged Schools (pp. 154-169). London: Routledge.
Priestley A (2020) Care experienced young people: Agency and empowerment. Children and Society, 34 (6), 521-536.
Bradfield KZ & Exley B (2020) Teachers' accounts of their curriculum use: external contextual influences during times of curriculum reform. The Curriculum Journal, 31 (4), 757-774.
Bradfield K, Xenofontos C, Shapira M, Priestley A & Priestley M (2020) An exploration of curriculum reform in the Republic of Croatia: Mentors and principals. The British Council. Stirling.
Priestley, M. Shapira, M. Priestley, A. Ritchie, M. & Barnett, C. (2020). Rapid Review of National Qualifications Experience 2020. University of Stirling/Scottish Government.
Smith J (2020) Community and Contestation: A Gramscian Case Study of Teacher Resistance. Journal of Curriculum Studies, 52 (1), 27-44.
Smith J (2019) Curriculum coherence and teachers' decision-making in Scottish high school history syllabi. Curriculum Journal, 30 (4), 441-463. https://doi.org/10.1080/09585176.2019.1647861
Humes, W. & Priestley, M. (2021). Curriculum reform in Scottish Education: Discourse, Narrative and Enactment. In: M. Priestley, D. Alvunger, S. Philippou. & T. Soini, Curriculum making in Europe: policy and practice within and across diverse contexts. Bingley: Emerald.
Policy and practice
Groups members are active in policy and practice arenas, for example:
- membership of the Scottish Educational Council (Priestley)
- membership of the Scottish Government Curriculum and Assessment Board (Priestley)
- membership pof the Welsh Government Curriculum and Assessment Group (Priestley)
- membership of the Forth Valley and West Lothian Regional Improvement Collaborative Management Board (Drew)
- membership of the Working Group to design new standards for the teaching profession in Scotland (Drew)
- knowledge exchange on Literacy (Bradffield) and Numeracy (Xenofontos) for Scottish local authorities and the Forth Valley and West Lothian Regional Improvement Collaborative
- curriculum development capacity building for Education Scotland and several Scottish local authorities (Priestley and Drew)