Consultancy Report
Towards a typology of curriculum policy approaches
Priestley M, Angier C, Schuler B & Smith J (2023) Towards a typology of curriculum policy approaches. UNESCO. Geneva.
Contact details
- Email m.r.priestley@stir.ac.uk
- Telephone+44 (0)1786 466272
- My personal webpage
About me
About me
I am Professor of Education and the Director of the Stirling Network for Curriculum Studies. I am also Lead Editor of the Curriculum Journal. I started my career in education as a teacher of History, working in a number of secondary schools in England and New Zealand, where I also taught Geography, RE, Humanities and Social Studies. In New Zealand, I was the Coordinating Lecturer of Christchurch College of Education's Nelson campus from January 1999 until June 2000. Since arriving at the former School of Education at Stirling in 2001, I have taken on a number of roles. I was Deputy Dean/Deputy Head of School from 2014-2018, Director of Initial Teacher Education between 2004 and 2007, and Director of the First Year Educational Studies Programme between 2009 and 2011. I have also undertaken several external roles, including:
Scottish Government: member of the Curriculum and Assessment Board (2017-present)
Welsh Government: member of the Curriculum and Assessment Group (2016-present)
Scottish Government: member of the National Improvement Strategic Group (2016-2017)
Scottish Educational Review: Editor (2007-2010); Chair of the Editorial Board (2011-2014).
British Educational Research Association (BERA): Co-opted Council member (2013-2017); Chair of the Academic Publications Committee (2014-2017).
Scottish Educational Research Association (SERA): Co-opted member of the Executve Committee (2013-2015).
Curriculum Inquiry: Member of the International Editorial Board (2015-present)
European Educational Research Association: Co-Convenor of Network 3, Curriculum Innovation (2014-present).
Scottish Graduate School of Social Science: DTC Education Pathway Convenor (2014-present).
External examining:
UCL/IoE MA in Curriculum, Assessment and Pedagogy (2016-present);
University of Edinburgh MSc Education and MSc Educational Research (2012-2015);
Doctoral external examiner (University of Glasgow, University of Ulster, Newcastle University, Lancaster University, University of Edinburgh, University of Auckland, University of Oslo).
In relation to Doctoral supervision, I welcome inquires relating to the area of curriculum studies: curriculum theory, curriculum policy, curriculum development.
Follow my blog at http://mrpriestley.wordpress.com/ Follow me on Twitter: https://twitter.com/MarkRPriestley
Research (24)
My research interests relate to curriculum theory, policy and practice, and the professional work of teachers. Current research concerns teachers and curriculum development (through critical collaborative professional enquiry) in Scotland and Wales, curriculum narrowing in Scotland, and teachers working conditions in Scotland. I am also working with colleagues in a range of countries (including Cyprus, Finland, Sweden, Ireland and Canada) to develop understanding of the ways in which curriculum policy is mediated and enacted in diverse ways.
Projects
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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West Partnership
PI: Professor Mark Priestley
Funded by: South Lanarkshire Council
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Excellence in Headship 2018-19
PI: Professor Mark Priestley
Funded by: Education Scotland
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RIC collaboration
PI: Professor Mark Priestley
Funded by: West Lothian Council
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Green Party policy guidance
PI: Professor Mark Priestley
Funded by: The Scottish Parliament
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Clacks School Based Curriculum Development (SBCD) Through Critical Collaborative Professional Enquiry (CCPE) Programme
PI: Professor Mark Priestley
Funded by: Clackmannanshire Council
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Inverness Creative Curriculum
PI: Professor Mark Priestley
Funded by: Education Scotland
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Excellence in Headship 2019-20
PI: Professor Mark Priestley
Funded by: Education Scotland
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Rapid Review of National Qualifications 2020
PI: Professor Mark Priestley
Funded by: Scottish Government
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EAS: School-based Curriculum Development through Professional Enquiry
PI: Dr Valerie Drew
Funded by: South East Wales Education Achievement Service
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Clackmannanshire: attainment challenge data analysis
PI: Professor Mark Priestley
Funded by: Clackmannanshire Council
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British Council Croatia - Consultancy Services
PI: Professor Mark Priestley
Funded by: The British Council
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International practice on the use of Curriculum Learning Outcomes
PI: Professor Mark Priestley
Funded by: National Council for Curriculum and Assessment
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Review of curricular coherence: Welsh Curriculum
PI: Professor Mark Priestley
Funded by: Welsh Government
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A&B School Based Curriculum Development (SBCD) through Critical Collaborative Professional enquiry (CCPE) Programme
PI: Professor Mark Priestley
Funded by: Argyll & Bute Council
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Survey of Teacher Workforce
PI: Professor Mark Priestley
Funded by: National Association of School Masters and Union of Women Teachers
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Mapping the impact of educational interventions: a literature review
PI: Professor Mark Priestley
Funded by: South East Wales Education Achievement Service
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Teacher agency and curriculum change
PI: Professor Mark Priestley
Funded by: Economic and Social Research Council
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CfE Knowledge Exchange Through Partnership
PI: Professor Mark Priestley
Funded by: Scottish Government
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Curriculum for the 21st Century: Theory, Policy and Practice
PI: Professor Mark Priestley
Funded by: Economic and Social Research Council
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Curriculum for Excellence Implementation Impact Evaluation in Monifieth HS
PI: Professor Mark Priestley
Funded by: Education Scotland
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Supporting Teacher Assessment.
PI: Professor Mark Priestley
Funded by: Scottish Qualifications Authority
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AifL Assessment is for Learning 2006-07
PI: Professor Mark Priestley
Funded by: Scottish Government
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Curriculum Making in Schools and Colleges
PI: Professor Richard Edwards
Funded by: Economic and Social Research Council
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Outputs (106)
Outputs
Showing 100 of 106 — See all 106 outputs
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
Curricula from the past, in the present and for the future?
Philippou S & Priestley M (2022) Curricula from the past, in the present and for the future?. Curriculum Journal, 33 (3), pp. 341-345. https://doi.org/10.1002/curj.169
Editorial
Philippou S & Priestley M (2022) Editorial. Curriculum Journal, 33 (1), pp. 1-4. https://doi.org/10.1002/curj.145
Newspaper Article
Muir report could 'break the mould' in Scottish education
Priestley M (2022) Muir report could 'break the mould' in Scottish education. TES Magazine. 14.03.2022.
Book Chapter
Conclusions: Patterns and trends in curriculum making in Europe
Alvunger D, Soini T, Philippou S & Priestley M (2021) Conclusions: Patterns and trends in curriculum making in Europe. In: Priestley M, Alvunger D, Philippou S & Soini T (eds.) Curriculum making in Europe: policy and practice within and across diverse contexts. Bingley: Emerald Publishing Ltd, pp. 273-293. https://doi.org/10.1108/978-1-83867-735-020211013
Book Chapter
Curriculum reform in Scottish Education: Discourse, Narrative and Enactment
Humes W & Priestley M (2021) Curriculum reform in Scottish Education: Discourse, Narrative and Enactment. In: Priestley M, Alvunger D, Philippou S & Soini T (eds.) Curriculum making in Europe: policy and practice within and across diverse contexts. Bingley: Emerald Publishing Ltd, pp. 175-198. https://doi.org/10.1108/978-1-83867-735-020211009
Book Chapter
Curriculum Making: A conceptual framing
Priestley M, Philippou S, Alvunger D & Soini T (2021) Curriculum Making: A conceptual framing. In: Priestley M, Alvunger D, Philippou S & Soini T (eds.) Curriculum making in Europe: policy and practice within and across diverse contexts. Bingley: Emerald Publishing Ltd, pp. 1-27. https://www.emerald.com/insight/content/doi/10.1108/978-1-83867-735-020211002/full/html; https://doi.org/10.1108/978-1-83867-735-020211002
Article
Mathematics teachers and social justice: A systematic review of empirical studies
Xenofontos C, Fraser S, Priestley A & Priestley M (2021) Mathematics teachers and social justice: A systematic review of empirical studies. Oxford Review of Education, 47 (2), pp. 135-151. https://doi.org/10.1080/03054985.2020.1807314
Book Chapter
Curriculum making: key concepts and practices
Priestley M & Xenofontos C (2021) Curriculum making: key concepts and practices. In: Biddulph J & Flutter J (eds.) Inspiring Primary Curriculum Design. Unlocking Research. London: Routledge. https://www.routledge.com/Inspiring-Primary-Curriculum-Design/Biddulph-Flutter/p/book/9780367228385
Edited Book
Curriculum making in Europe: policy and practice within and across diverse contexts.
Priestley M, Alvunger D, Philippou S & Soini T (eds.) (2021) Curriculum making in Europe: policy and practice within and across diverse contexts.. Bingley: Emerald Publishing Limited. https://books.emeraldinsight.com/page/detail/Curriculum-Making-in-Europe/?K=9781838677381
Editorial
Priestley M & Philippou S (2021) Editorial. Curriculum Journal, 32 (3), pp. 379-383. https://doi.org/10.1002/curj.121
Newspaper Article
Curriculum making across European nations
Priestley M, Alvunger D, Philippou S & Soini T (2021) Curriculum making across European nations. Research Intelligence, Issue 148. 08.09.2021, pp. 16-17.
Consultancy Report
Educational governance through outcomes steering: ‘reforms that deform’
Bradfield K & Priestley M (2021) Educational governance through outcomes steering: ‘reforms that deform’. The Scottish Greens. https://greens.scot/sites/default/files/People/Ross%20Greer/Priestley%20and%20Bradfield%20Educational%20governance%20through%20outcomes%20steering%20V2%20with%20recommendations.pdf
Working Paper
School Starting Age (SSA): A Brief Summary
Bradfield K & Priestley M (2021) School Starting Age (SSA): A Brief Summary. Online. https://greens.scot/sites/default/files/People/Ross%20Greer/Bradfield%20and%20Priestley%20School%20Starting%20Age%20Summary.pdf
Book Chapter
Priestley M & Nieveen N (2020) Understanding curriculum. In: Chartered College of Teaching (ed.) The Early Career Framework Handbook. Corwin Ltd. London: SAGE, pp. 135-143.
Editorial
Curriculum as a certainty in uncertain times
Priestley M & Philippou S (2020) Curriculum as a certainty in uncertain times. Curriculum Journal, 31 (4), pp. 581-586. https://doi.org/10.1002/curj.89
Editorial
Priestley M & Philippou S (2020) Curriculum in uncertain times. Curriculum Journal, 31 (3), pp. 335-339. https://doi.org/10.1002/curj.73
Consultancy Report
Rapid Review of National Qualifications Experience 2020
Priestley M, Shapira M, Priestley A, Ritchie M & Barnett C (2020) Rapid Review of National Qualifications Experience 2020. Scottish Government. Edinburgh. https://www.gov.scot/publications/rapid-review-national-qualifications-experience-2020/
Article
Sinnema C, Nieveen N & Priestley M (2020) Successful futures, successful curriculum: What can Wales learn from international curriculum reforms?. Curriculum Journal, 31 (2), pp. 181-201. https://doi.org/10.1002/curj.17
Editorial
Priestley M & Philippou S (2020) Editorial. Curriculum Journal, 31 (1), pp. 1-6. https://doi.org/10.1002/curj.22
Article
Shapira M & Priestley M (2020) Context and Implications Document for: Do schools matter? An exploration of the determinants of lower secondary school subject choices under the Scottish Curriculum for Excellence. Review of Education, 8 (1), pp. 239-241. https://doi.org/10.1002/rev3.3179
Article
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 (1), pp. 191-238. https://doi.org/10.1002/rev3.3180
Consultancy Report
An exploration of curriculum reform in the Republic of Croatia: Mentors and principals
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.
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
Editorial
Philippou S & Priestley M (2019) Beyond binaries in curricular discussions: what does it mean to argue for curriculum as at the heart of educational practice?. The Curriculum Journal, 30 (3), pp. 217-222. https://doi.org/10.1080/09585176.2019.1635770
Article
Teacher mediation of curriculum making: the role of reflexivity
Hizli Alkan S & Priestley M (2019) Teacher mediation of curriculum making: the role of reflexivity. Journal of Curriculum Studies, 51 (5), pp. 737-754. https://doi.org/10.1080/00220272.2019.1637943
Book Chapter
Professional Enquiry: an ecological approach to developing teacher agency
Priestley M & Drew V (2019) Professional Enquiry: an ecological approach to developing teacher agency. In: Godfrey D & Brown C (eds.) An ecosystem for research-engaged schools: Reforming education through research. London: Routledge, pp. 154-170. https://www.routledge.com/An-Ecosystem-for-Research-Engaged-Schools-Reforming-Education-Through/Godfrey-Brown/p/book/9781138574465
Article
Curriculum is - or should be - at the heart of educational practice
Priestley M & Philippou S (2019) Curriculum is - or should be - at the heart of educational practice. Curriculum Journal, 30 (1), pp. 1-7. https://doi.org/10.1080/09585176.2019.1598611
Article
Professional enquiry and teacher agency: putting teachers in control
Priestley M & Drew V (2019) Professional enquiry and teacher agency: putting teachers in control. Professional Development Today, 20 (2), pp. 58-65. https://www.teachingtimes.com/professional-enquiry-and-teacher-agency-putting-teachers-in-control/
Article
Curriculum making as social practice: complex webs of enactment
Priestley M & Philippou S (2018) Curriculum making as social practice: complex webs of enactment. Curriculum Journal, 29 (2), pp. 151-158. https://doi.org/10.1080/09585176.2018.1451096
Article
Narrowing the Curriculum? Contemporary trends in provision and attainment in the Scottish Curriculum
Shapira M & Priestley M (2018) Narrowing the Curriculum? Contemporary trends in provision and attainment in the Scottish Curriculum. Scottish Educational Review, 50 (1), pp. 75-107. http://www.scotedreview.org.uk/online-content/2018/501/
Conference Paper (unpublished)
Exploring teacher mediation in curriculum making: Scotland and Wales
Hizli Alkan S & Priestley M (2018) Exploring teacher mediation in curriculum making: Scotland and Wales. European Conference for Educational Research, Bolzano, Italy, 04.09.2018-07.09.2018. https://eera-ecer.de/ecer-programmes/conference/23/contribution/43351/
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.
Research Report
Transition to senior phase: S4 students’ voices about curriculum and curricular work in schools
Torres AC & Priestley M (2018) Transition to senior phase: S4 students’ voices about curriculum and curricular work in schools. Portuguese Foundation for Science and Technology. Stirling: University of Stirling. http://obvieen.weebly.com/transitions-2017.html
Research Report
Teacher Workforce Survey in Scotland (2017): Final Report
Priestley M, Shapira M & Bu F (2018) Teacher Workforce Survey in Scotland (2017): Final Report. NASUWT. Birmingham/Scotland: University of Stirling. https://www.nasuwt.org.uk/uploads/assets/uploaded/c5738dce-f321-424c-911e45b25112aaf0.pdf
Technical Report
A Curriculum for Wales: Review of the Draft Progression Steps
Priestley M, Hizli Alkan S & Nieveen N (2018) A Curriculum for Wales: Review of the Draft Progression Steps. Welsh Government. Cardiff.
Research Report
An Exploration of Curriculum Reform in the Republic of Croatia
Priestley M & Ireland A (2018) An Exploration of Curriculum Reform in the Republic of Croatia. British Council. Stirling.
Website Content
'There be dragons': redrawing the curriculum map in Wales
Priestley M (2018) 'There be dragons': redrawing the curriculum map in Wales. [A Curriculum for Wales Blog: A curriculum for life] 09.02.2018. https://curriculumforwales.gov.wales/2018/02/09/there-be-dragons-redrawing-the-curriculum-map-in-wales/
Newspaper Article
In Britain’s battle over school curriculum, Celtic nations have got it right
Priestley M (2018) In Britain’s battle over school curriculum, Celtic nations have got it right. The Conversation. 19.01.2018. https://theconversation.com/in-britains-battle-over-school-curriculum-celtic-nations-have-got-it-right-90277
Article
Talking about education: exploring the significance of teachers’ talk for teacher agency
Biesta G, Priestley M & Robinson S (2017) Talking about education: exploring the significance of teachers’ talk for teacher agency. Journal of Curriculum Studies, 49 (1), pp. 38-54. https://doi.org/10.1080/00220272.2016.1205143
Conference Paper (unpublished)
Narrowing the Curriculum? Contemporary trends in provision and attainment in the Scottish Curriculum
Priestley M & Shapira M (2017) Narrowing the Curriculum? Contemporary trends in provision and attainment in the Scottish Curriculum. European Educational Research Association - ECER 2017, Copenhagen, Denmark, 22.08.2017-25.08.2017. http://www.eera-ecer.de/ecer-programmes/conference/22/contribution/40355/
Research Report
Priestley M, Wilson A, Priestley A & Serpa R (2017) Mapping the impact of educational interventions: A report commissioned by the Education Achievement Service for South East Wales. University of Stirling/Education Achievement Service for South East Wales.
Website Content
Teacher Agency and Curriculum Development
Priestley M & Drew V (2017) Teacher Agency and Curriculum Development. [The BERA Blog: Research matters] 04.07.2017. https://www.bera.ac.uk/blog/teacher-agency-and-curriculum-development
Article
Curriculum for Excellence: making the transition from policy intention to classroom practice
Priestley M & Drew V (2017) Curriculum for Excellence: making the transition from policy intention to classroom practice. Scottish Educational Journal (SEJ), 101 (3), pp. 20-21. https://www.eis.org.uk/Content/images/SEJ/June2017/SEJjune17WEB.pdf
Working Paper
Approaches to specifying curriculum areas of learning
Priestley M (2017) Approaches to specifying curriculum areas of learning.
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
Article
Curriculum Development Through Critical Collaborative Professional Enquiry
Drew V, Priestley M & Michael MK (2016) Curriculum Development Through Critical Collaborative Professional Enquiry. Journal of Professional Capital and Community, 1 (1), pp. 92-106. http://www.emeraldinsight.com/doi/pdf/10.1108/JPCC-09-2015-0006; https://doi.org/10.1108/JPCC-09-2015-0006
Conference Paper (unpublished)
Teachers as agents of curriculum change: closing the gap between purpose and practice
Priestley M & Drew V (2016) Teachers as agents of curriculum change: closing the gap between purpose and practice. European Conference for Educational Research, Dublin, 23-26 September 2016, 23.08.2016. http://www.eera-ecer.de/ecer-programmes/conference/21/contribution/39307/
Working Paper
A perspective on learning outcomes in curriculum and assessment
Priestley M (2016) A perspective on learning outcomes in curriculum and assessment.
Newspaper Article
CfE post-OECD: Time for a simplified curriculum
Priestley M (2016) CfE post-OECD: Time for a simplified curriculum. Holyrood Magazine. 21.04.2016.
Article
Priestley M (2016) Future Development: Looking at how we evolve Curriculum for Excellence following the OECD recommendations. Teaching Scotland, (63), pp. 14-15. http://edition.pagesuite-professional.co.uk/html5/reader/production/default.aspx?pubname=&edid=672f61f8-8318-4375-ab63-c7b6759b2659
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
Book Chapter
Teacher agency: Een ecologische kijk op het handelingsvermogen van leraren
Priestley M, Biesta G & Robinson S (2015) Teacher agency: Een ecologische kijk op het handelingsvermogen van leraren. In: Kneyber R & Evers J (eds.) Het Alternatief II: De ladder naar autonomie. Culemburg, Netherlands: Uitgeverij Phronese, pp. 17-32. http://phronese.vrijeboeken.com/book/9789490120122-de-ladder-naar-autonomie.html
Article
The Role of Beliefs in Teacher Agency
Biesta G, Priestley M & Robinson S (2015) The Role of Beliefs in Teacher Agency. Teachers and Teaching: Theory and Practice, 21 (6), pp. 624-640. https://doi.org/10.1080/13540602.2015.1044325
Authored Book
Teacher Agency: An Ecological Approach
Priestley M, Biesta G & Robinson S (2015) Teacher Agency: An Ecological Approach. London: Bloomsbury Academic. http://www.bloomsbury.com/uk/teacher-agency-9781472534668/
Article
Emerging school curricula: Australia and Scotland compared
Priestley M, Laming M & Humes W (2015) Emerging school curricula: Australia and Scotland compared. Curriculum Perspectives, 35 (3), pp. 52-63. http://www.acsa.edu.au/pages/page33.asp
Book Chapter
Teacher agency: what is it and why does it matter?
Priestley M, Biesta G & Robinson S (2015) Teacher agency: what is it and why does it matter?. In: Kneyber R & Evers J (eds.) Flip the System: Changing Education. London: Routledge, pp. 134-148. http://www.tandf.net/books/details/9781138929968/
Article
School-based curriculum development in Scotland: Curriculum policy and enactment
Priestley M, Minty S & Eager M (2014) School-based curriculum development in Scotland: Curriculum policy and enactment. Pedagogy, Culture and Society, 22 (2), pp. 189-211. https://doi.org/10.1080/14681366.2013.812137
Book Chapter
The global dimension in education and education for global citizenship: genealogy and critique
Mannion G, Biesta GJJ, Priestley M & Ross H (2014) The global dimension in education and education for global citizenship: genealogy and critique. In: de Oliveira AV (ed.) The political economy of global citizenship education. London: Routledge, pp. 134-147. https://www.routledge.com/products/9780415711876
Article
Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand
Priestley M & Sinnema C (2014) Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand. Curriculum Journal, 25 (1), pp. 50-75. https://doi.org/10.1080/09585176.2013.872047
Conference Paper (unpublished)
Teacher agency: what is it and why does it matter?
Priestley M, Biesta G & Robinson S (2014) Teacher agency: what is it and why does it matter?. Teachers Matter - But how? International Research Conference, Linnaeus University, Vaxjo, Sweden, 23.10.2014-24.10.2014. http://lnu.se/om-lnu/konferenser/aktuella-konferenser/teachers-matter---but-how
Article
Curriculum regulation in Scotland: A wolf in sheep’s clothing is still a wolf
Priestley M (2014) Curriculum regulation in Scotland: A wolf in sheep’s clothing is still a wolf. European Journal of Curriculum Studies, 1 (1), pp. 61-68. http://pages.ie.uminho.pt/ejcs/index.php/ejcs/article/view/17
Book Chapter
Schools, teachers and curriculum change: a balancing act?
Priestley M (2013) Schools, teachers and curriculum change: a balancing act?. In: Wise C, Cartwright M & Bradshaw P (eds.) Leading professional practice in education. London: SAGE, pp. 89-106. https://uk.sagepub.com/en-gb/eur/leading-professional-practice-in-education/book239025
Book Chapter
Curriculum deregulation in England and Scotland - Different directions of travel?
Leat D, Livingston K & Priestley M (2013) Curriculum deregulation in England and Scotland - Different directions of travel?. In: Kuiper W & Berkvens J (eds.) Balancing Curriculum Regulation and Freedom across Europe. CIDREE Yearbook, 2013. Enschede, the Netherlands: SLO Netherlands Institute for Curriculum Development, pp. 229-248. http://www.slo.nl/organisatie/recentepublicaties/cidree2013/
Conference Paper (unpublished)
Curriculum regulation in Scotland: A wolf in sheep’s clothing is still a wolf
Priestley M (2013) Curriculum regulation in Scotland: A wolf in sheep’s clothing is still a wolf. European Conference on Curriculum Studies, Braga, Portugal, 18.10.2013-19.10.2013.
Article
Swimming against the tide: A case study of an integrated social studies department
Fenwick A, Minty S & Priestley M (2013) Swimming against the tide: A case study of an integrated social studies department. Curriculum Journal, 24 (3), pp. 454-474. https://doi.org/10.1080/09585176.2013.805658
Book Chapter
The 3-18 Curriculum in Scottish Education
Priestley M (2013) The 3-18 Curriculum in Scottish Education. In: Bryce T, Humes W, Gillies D & Kennedy A (eds.) Scottish Education: Referendum. 4th ed. Edinburgh: Edinburgh University Press, pp. 28-38. http://www.euppublishing.com/book/9780748645824
Book Chapter
Teachers as agents of change: teacher agency and emerging models of curriculum
Priestley M, Biesta GJJ & Robinson S (2013) Teachers as agents of change: teacher agency and emerging models of curriculum. In: Priestley M & Biesta G (eds.) Reinventing the curriculum: new trends in curriculum policy and practice. London: Bloomsbury Academic, pp. 187-206. http://www.bloomsbury.com/uk/reinventing-the-curriculum-9781441134813/
Edited Book
Reinventing the Curriculum: New Trends in Curriculum Policy and Practice
Priestley M & Biesta GJJ (eds.) (2013) Reinventing the Curriculum: New Trends in Curriculum Policy and Practice. London: Bloomsbury Academic. http://www.bloomsbury.com/uk/reinventing-the-curriculum-9781441134813/
Book Chapter
Biesta G & Priestley M (2013) Capacities and the curriculum. In: Priestley M & Biesta G (eds.) Reinventing the curriculum: new trends in curriculum policy and practice. London: Bloomsbury Academic, pp. 35-50. http://www.bloomsbury.com/uk/reinventing-the-curriculum-9781441134813/
Article
Curriculum for Excellence: 'A brilliant idea, but. . .'
Priestley M & Minty S (2013) Curriculum for Excellence: 'A brilliant idea, but. . .'. Scottish Educational Review, 45 (1), pp. 39-52. http://www.ser.stir.ac.uk/pdf/355.pdf
Book Chapter
Priestley M, Robinson S & Biesta GJJ (2012) Teacher Agency, Performativity and Curriculum Change: Reinventing the Teacher in the Scottish Curriculum for Excellence?. In: Jeffrey B & Troman G (eds.) Performativity in UK education: ethnographic cases of its effects, agency and reconstructions. Painswick: Ethnography & Education Publishing. http://www.ethnographyandeducation.org/?page_id=53
Article
Educational change in Scotland: Policy, context and biography
Priestley M & Miller K (2012) Educational change in Scotland: Policy, context and biography. Curriculum Journal, 23 (1), pp. 99-116. http://www.tandfonline.com/loi/rcjo20; https://doi.org/10.1080/09585176.2012.650490
Conference Paper (unpublished)
Understanding teacher agency: The importance of relationships
Priestley M, Biesta GJJ & Robinson S (2012) Understanding teacher agency: The importance of relationships. Annual Meeting of the American Educational Research Association, Vancouver, Canada, 13-17 April 2012, Vancouver, 16.04.2012. http://www.ioe.stir.ac.uk/events/documents/Teacheragency_AERApaper_final.pdf
Working Paper
Teachers as agents of change: An exploration of the concept of teacher agency
Priestley M, Biesta GJJ & Robinson S (2012) Teachers as agents of change: An exploration of the concept of teacher agency. http://www.ioe.stir.ac.uk/events/documents/Whatisteacheragency-final_000.pdf
Conference Paper (unpublished)
Curriculum for Excellence: 'A brilliant idea, but. . .'
Priestley M & Minty S (2012) Curriculum for Excellence: 'A brilliant idea, but. . .'. European Conference for Educational Research, 21 September 2012, Cadiz., Cadiz, 21.09.2012. http://www.ioe.stir.ac.uk/research/publications/documents/CurriculumforExcellence.pdf
Research Report
Minty S & Priestley M (2012) Developing Curriculum for Excellence in Highland Schools: A report on the qualitative findings for the Highland Council and the Scottish Government. Stirling: University of Stirling.
Research Report
Priestley M & Minty S (2012) Developing Curriculum for Excellence: Summary of findings from research undertaken in a Scottish local authority. University of Stirling.
Article
Teacher agency in curriculum making: agents of change and spaces for manoeuvre
Priestley M, Edwards R, Miller K & Priestley A (2012) Teacher agency in curriculum making: agents of change and spaces for manoeuvre. Curriculum Inquiry, 42 (2), pp. 191-214. https://doi.org/10.1111/j.1467-873X.2012.00588.x
Conference Paper (unpublished)
Mapping teacher agency: an ecological approach to understanding teachers' work
Priestley M, Robinson S & Biesta GJJ (2011) Mapping teacher agency: an ecological approach to understanding teachers' work. Oxford Ethnography and Education conference, 20 September 2011, Oxford, Oxford, 20.09.2011.
Article
The global dimension in education and education for global citizenship: genealogy and critique
Mannion G, Biesta GJJ, Priestley M & Ross H (2011) The global dimension in education and education for global citizenship: genealogy and critique. Globalisation, Societies and Education, 9 (3-4), pp. 443-456. http://www.tandf.co.uk/journals/titles/14767724.asp; https://doi.org/10.1080/14767724.2011.605327
Article
Wallace C & Priestley M (2011) Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change. Journal of Curriculum Studies, 43 (3), pp. 357-381. http://www.tandf.co.uk/journals/tf/00220272.html; https://doi.org/10.1080/00220272.2011.563447
Conference Paper (unpublished)
School-Based Curriculum Development in Scotland: Curriculum Policy and Enactment
Minty S & Priestley M (2011) School-Based Curriculum Development in Scotland: Curriculum Policy and Enactment. European Conference for Educational Research, 15 September 2011, Berlin, Berlin, 15.09.2011. http://www.eera-ecer.de/ecer2011/?no_cache=1
Article
Whatever happened to curriculum theory? Critical realism and curriculum change
Priestley M (2011) Whatever happened to curriculum theory? Critical realism and curriculum change. Pedagogy, Culture and Society, 19 (2), pp. 221-237. https://doi.org/10.1080/14681366.2011.582258
Article
Teacher learning communities and educational change in Scotland: the Highland experience
Priestley M, Miller K, Barrett L & Wallace C (2011) Teacher learning communities and educational change in Scotland: the Highland experience. British Educational Research Journal, 37 (2), pp. 265-284. https://doi.org/10.1080/01411920903540698
Article
Schools, teachers, and curriculum change: A balancing act?
Priestley M (2011) Schools, teachers, and curriculum change: A balancing act?. Journal of Educational Change, 12 (1), pp. 1-23. https://doi.org/10.1007/s10833-010-9140-z
Book Chapter
Education in a Global Space: The Framing of 'Education for Citizenship'
Priestley M, Mannion G, Biesta G & Ross H (2010) Education in a Global Space: The Framing of 'Education for Citizenship'. In: Wisely T, Barr I, Britton A & King B (eds.) Education in a Global Space: Research and Practice in Initial Teacher Education. Edinburgh: International Development Education Association of Scotland (IDEAS)/SCOTDEC, pp. 27-36. http://www.seedsforlearning.org.uk/product/930
Working Paper
Curriculum Development in Highland Schools: an approach to managing change
Priestley M (2010) Curriculum Development in Highland Schools: an approach to managing change.
Article
Miller K, Edwards R & Priestley M (2010) Levels and equivalence in credit and qualifications frameworks: Contrasting the prescribed and enacted curriculum in school and college. Research Papers in Education, 25 (2), pp. 225-243. https://doi.org/10.1080/02671520902928507
Article
The development of Scotland’s Curriculum for Excellence: Amnesia and Déjà Vu
Priestley M & Humes W (2010) The development of Scotland’s Curriculum for Excellence: Amnesia and Déjà Vu. Oxford Review of Education, 36 (3), pp. 345-361. https://doi.org/10.1080/03054980903518951
Article
Curriculum for Excellence: transformational change or business as usual?
Priestley M (2010) Curriculum for Excellence: transformational change or business as usual?. Scottish Educational Review, 42 (1), pp. 23-36. http://www.scotedreview.org.uk/view_issue.php?id=42[1]
Article
Social Studies in Scotland’s school curriculum: a case for a more integrated approach
Priestley M (2009) Social Studies in Scotland’s school curriculum: a case for a more integrated approach. Education In The North, (17). http://www.abdn.ac.uk/eitn/display.php?article_id=5
Article
Curriculum-making in school and college: The case of hospitality
Edwards R, Miller K & Priestley M (2009) Curriculum-making in school and college: The case of hospitality. Curriculum Journal, 20 (1), pp. 27-42. https://doi.org/10.1080/09585170902763981
Working Paper
Making a difference in your school: some perspectives from the research on curriculum change
Priestley M (2008) Making a difference in your school: some perspectives from the research on curriculum change.
Conference Paper (unpublished)
Miller K, Edwards R & Priestley M (2004) Cultures of curriculum making in post-compulsory education: the shared curriculum between school and college. Annual Conference of the British Educational Research Association, Manchester, UK, 16.09.2004-16.09.2004.
Article
Formative assessment for all: a whole school approach to pedagogic change
Priestley M & Sime D (2005) Formative assessment for all: a whole school approach to pedagogic change. Curriculum Journal, 16 (4), pp. 475-492. https://doi.org/10.1080/09585170500384586
Article
Priestley M (2005) Making the most of the Curriculum Review: some reflections on supporting and sustaining change in schools. Scottish Educational Review, 37 (1), pp. 29-38. http://www.scotedreview.org.uk/view_issue.php?id=37[1]
Article
Sime D & Priestley M (2005) Student teachers’ first reflections on information and communications technology and classroom learning: implications for initial teacher education. Journal of Computer Assisted Learning, 21 (2), pp. 130-142. https://doi.org/10.1111/j.1365-2729.2005.00120.x