Educating for well-being in Scotland: policy and philosophy, pitfalls and possibilities

References

• Bacon, N., & Mguni, N. (2012). The wellbeing and resilience paradox. London: The Young Foundation.
   Google Scholar
• Biesta, G. (2013). Responsible citizens: Citizenship education between social inclusion and democratic politics. In M. Priestley & G. Biesta (Eds.), Reinventing the curriculum: New trends in curriculum policy and practice (pp. 99–115). London: Bloomsbury.
   Google Scholar
• Cameron, A. (2008). Educational development services. In T. G. K. Bryce, & W. H. Humes (Eds.), Scottish education (pp. 162–172). Edinburgh: University of Edinburgh Press.
   Google Scholar
• Cigman, R. (2012). We need to talk about well-being. Research Papers in Education, 27, 449–462.
   Web of Science ®Google Scholar
• Clack, B. (2012). What difference does it make? Philosophical perspectives on the nature of well-being and the role of educational practice. Research Papers in Education, 27, 497–512.
   Web of Science ®Google Scholar
• Craig, C. (2003). The Scots’ crisis of confidence. Glasgow: Big Thinking.
   Google Scholar
• Diener, E., Suh Eunkook, M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125, 276–302.
   Web of Science ®Google Scholar
• Ecclestone, K. (2012). Emotional well-being in education policy and practice: The need for interdisciplinary perspectives and a sociological imagination. Research Papers in Education, 27, 383–387.
   Web of Science ®Google Scholar
• Ecclestone, K. (2013). Confident individuals: The implications of an ‘emotional subject for curriculum priorities and practices. In M. Priestley, & G. Biesta (Eds.), Reinventing the curriculum: New trends in curriculum policy and practice (pp. 75–97). London: Bloomsbury.
   Google Scholar
• Ecclestone, K., & Hayes, D. (2009). Changing the subject: The educational implications of developing emotional well-being. Oxford Review of Education, 35, 371–389.
   Web of Science ®Google Scholar
• Educational Institute of Scotland. (2013). Final results of national CfE survey confirm teachers’ concerns. Retrieved from: http://www.eis.org.uk/CfE/CfE_survey_Final_results.htm
   Google Scholar
• Gillies, D. (2006). A Curriculum for Excellence: A question of values. Scottish Educational Review, 38, 25–36.
   Google Scholar
• Hayes, D., M. Mills, P. Christie, & B. Lingard (2006). Teachers & schooling making a difference: Productive pedagogies, assessment and performance. Crow’s Nest, NSW: Allen & Unwin.
   Google Scholar
• Humes, W. (2008). Policy making in Scottish education. In T. G. K. Bryce, & W. H. Humes (Eds.), Scottish education (pp. 69–79). Edinburgh: University of Edinburgh Press.
   Google Scholar
• Humes, W. (2011). Creativity and wellbeing: Possibilities, tensions and personal journeys. Retrieved from: http://194.81.189.19/ojs/index.php/TEAN/article/viewFile/69/125
   Google Scholar
• Humes, W. (2013). The origins and development of curriculum for excellence: Discourse, politics and control. In M. Priestley, & G. Biesta (Eds.), Reinventing the curriculum: New trends in curriculum policy and practice (pp. 13–34). London: Bloomsbury.
   Google Scholar
• Kelly, F. (2013). Online communities are transforming professional development for teachers. Retrieved from: http://www.guardian.co.uk/teacher-network/teacher-blog/2013/feb/07/online-communities-transforming-professional-development-teaching
   Google Scholar
• Learning and Teaching Scotland. (2009a). Health and wellbeing outcomes. Retrieved from: http://www.ltscotland.org.uk/curriculumforexcellence/healthandwellbeing/index.asp
   Google Scholar
• Learning and Teaching Scotland. (2009b). Health and wellbeing across learning: Principles and practice. Retrieved from: http://www.ltscotland.org.uk/Images/hwb_across_learning_principles_practice_tcm4-540402.pdf
   Google Scholar
• Lingard, B., Hayes, D., & Mills, M. (2003). Teachers and productive pedagogies: Contextualising, conceptualising, utilising. Pedagogy, Culture and Society, 11, 397–422.
   Google Scholar
• Lingard, B., Ladwig, J., Mills, M., Bahr, M., Chant, D., Warry, M., Ailwood, J., Capeness, R., Christie, P., Gore, J., Hayes, D., & Luke, A. (2001). The Queensland School Reform Longitudinal Study. Brisbane: Education Queensland.
   Google Scholar
• McLaren, D. J. (2008). Pupil support and PSE in the secondary school. In T. G. K. Bryce & W. H. Humes (Eds.), Scottish education (pp. 402–422). Edinburgh: University of Edinburgh Press.
   Google Scholar
• Menter, I., & Hulme, M. (2013). Developing the teacher—or not? In M. Priestley & G. Biesta (Eds.), Reinventing the curriculum: New trends in curriculum policy and practice (pp. 165–186). London: Bloomsbury.
   Google Scholar
• Myers, K. (2012). Marking time: Some methodological and historical perspectives of the ‘crises of childhood’. Research Papers in Education, 27, 409–422.
   Web of Science ®Google Scholar
• Priestley, M. (2011). Whatever happened to curriculum theory? Critical realism and curriculum Change. Pedagogy, Culture & Society, 19, 221–237.
   Google Scholar
• Priestley, M., & Humes, W. (2010). The development of Scotland’s Curriculum for Excellence: Amnesia and déjà vu. Oxford Review of Education, 36, 345–361.
   Web of Science ®Google Scholar
• 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, 265–284.
   Web of Science ®Google Scholar
• Priestley, M. & Minty, S. (2012) Developing Curriculum for Excellence. Summary of findings from research undertaken in a Scottish local authority. Stirling: University of Stirling. Retrieved from: http://www.ioe.stir.ac.uk/research/projects/documents/StirlingCfEresearch-report_March2012.pdf
   Google Scholar
• Scottish Executive. (2004). A Curriculum for Excellence: The curriculum review group. Edinburgh: Scottish Executive.
   Google Scholar
• Scottish Executive. (2006a). Quality of life and wellbeing: Measuring the benefits of culture and sport. Edinburgh: Scottish Executive.
   Google Scholar
• Scottish Executive. (2006b). Building the Curriculum 1: The contribution of curricular areas. Edinburgh: Scottish Executive.
   Google Scholar
• Scottish Government. (2008). Building the Curriculum 3: A framework for learning and teaching. Edinburgh: Scottish Government.
   Google Scholar
• Scottish Government. (2010). Building the Curriculum 5: A framework for assessment reporting. Edinburgh: Scottish Government.
   Google Scholar
• Scottish Government. (2011). Teaching Scotland’s future: Report of a review of teacher education in Scotland. Edinburgh: Scottish Government.
   Google Scholar
• Scottish Government. (2012). Getting it right for every child. Retrieved from: http://www.scotland.gov.uk/Resource/0041/00411151.pdf
   Google Scholar
• Scottish Qualifications Authority. (2012). Specification for Wellbeing Award (SCQF level 3-5). Retrieved from: http://www.sqa.org.uk/sqa/files_ccc/CfE_AwardSpec_L3toL5_Wellbeing.pdf
   Google Scholar
• Seligman, M., Ernst, R., Gilham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35, 293–311.
   Web of Science ®Google Scholar
• Soutter, A. K., O’Steen, B., & Gilmore, A. (2012). Wellbeing in the New Zealand Curriculum. Journal of Curriculum Studies, 44, 111–142.
   Web of Science ®Google Scholar
• Sumner, L. W. (1996). Welfare, happiness and ethics. Oxford: Clarendon Press.
   Google Scholar
• Thorburn, M., & Horrell, A. (2012). Grand Designs! Analysing the conceptual tensions associated with new physical education and health and wellbeing curriculum. Sport, Education and Society. Retrieved from: http://www.tandfonline.com/doi/abs/10.1080/13573322.2012.692670
   Web of Science ®Google Scholar
• Tiberius, V. (2008). The reflective life: Living wisely with our limits. Oxford: Oxford University Press.
   Google Scholar
• White, J. (2011). Exploring well-being in schools. London: Routledge.
   Google Scholar
• Wilson, W. (1967). Correlates of avowed happiness. Psychological Bulletin, 67, 294–306.
   PubMed Web of Science ®Google Scholar