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The Curriculum Journal Volume 30, 2019 - Issue 4
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Articles

Curriculum coherence and teachers’ decision-making in Scottish high school history syllabi

Joseph SmithFaculty of Social Sciences, University of Stirling, School of Education, Stirling, United Kingdom of Great Britain and Northern IrelandCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-4643-8388View further author information
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Pages 441-463 | Received 09 May 2019, Accepted 21 Jul 2019, Published online: 19 Aug 2019

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Siobhan Dickens. (2021) Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis. Journal of Curriculum Studies 53:5, pages 692-710.
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Articles from other publishers (15)

Marina Shapira, Mark Priestley, Tracey Peace-Hughes, Camilla Barnett & Michelle Ritchie. (2023) Exploring Curriculum Making in Scottish Secondary Schools: Trends and Effects. Scottish Affairs 32:4, pages 397-424.
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Ana Cristina Torres, Tracey Peace-Hughes & Mark Priestley. (2023) Student Transition to Scotland’s Senior Phase of Schooling ‐ Academic Experiences and Course Choices. Curriculum and Teaching 38:1, pages 7-26.
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Mary C. Woolley. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 363 370 .
Mark Priestley, Daniel Alvunger, Stavroula Philippou & Tiina Soini. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 188 197 .
Sinem Hizli Alkan. 2023. Handbook of Curriculum Theory and Research. Handbook of Curriculum Theory and Research 1 26 .
Sinem Hizli Alkan. 2023. Handbook of Curriculum Theory and Research. Handbook of Curriculum Theory and Research 1 26 .
Eunice Ndomondo, Akundael Mbise & Joviter Katabaro. (2022) History teachers’ conceptualization of competency-based curriculum in transforming instructional practices in lower secondary schools in Tanzania. Social Sciences & Humanities Open 6:1, pages 100331.
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Taylor A. Hughson. (2020) Learnification and the outcomes‐focused curriculum: The case of secondary school English in Aotearoa New Zealand. The Curriculum Journal 32:4, pages 652-666.
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Daniel Alvunger. (2021) Curriculum making and knowledge conceptions in classrooms in the context of standards‐based curricula. The Curriculum Journal 32:4, pages 607-625.
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Sinem Hizli Alkan. (2020) Curriculum making as relational practice: A qualitative ego‐network approach. The Curriculum Journal 32:3, pages 421-443.
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Haira Emanuela Gandolfi. (2021) Decolonising the science curriculum in England: Bringing decolonial science and technology studies to secondary education. The Curriculum Journal 32:3, pages 510-532.
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Bronwyn E. Wood & Mark Sheehan. (2020) Transformative disciplinary learning in history and social studies: Lessons from a high autonomy curriculum in New Zealand. The Curriculum Journal 32:3, pages 495-509.
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Claire Sinnema, Nienke Nieveen & Mark Priestley. (2020) Dyfodol llwyddiannus, cwricwlwm llwyddiannus: Beth all Cymru ei ddysgu o ddiwygio cwricwla mewn gwledydd eraill?. The Curriculum Journal 31:2.
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Claire Sinnema, Nienke Nieveen & Mark Priestley. (2020) Successful futures, successful curriculum: What can Wales learn from international curriculum reforms?. The Curriculum Journal 31:2, pages 181-201.
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Joseph Smith. 2020. The Palgrave Handbook of History and Social Studies Education. The Palgrave Handbook of History and Social Studies Education 415 438 .

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