Secondary teachers' perceptions of Delivering Excellence and Equity in Scottish Education: A Delivery Plan for Scotland in an era of continuing curricular and assessment development

MacFarlane, Rona Elizabeth (2020) Secondary teachers' perceptions of Delivering Excellence and Equity in Scottish Education: A Delivery Plan for Scotland in an era of continuing curricular and assessment development. Ed.D thesis, University of Glasgow.

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Abstract

The aim of this study was to explore the perceptions of a group of secondary teachers regarding the curricular reform policy, Delivering Excellence and Equity in Scottish Education: A Delivery Plan for Scotland (the Plan), which was introduced during an indefinite period of comprehensive change to the Scottish qualifications system. The changes to the qualifications system represented the final stages of the implementation of Curriculum for Excellence and impacted the Senior Phase, while the Delivery Plan impacted the earlier Broad General Education Phase. The catalyst for the reform policy was Scotland’s decline in ranking in Literacy, Mathematics and Science as measured by the OECD’s Programme for International Student Assessment (PISA) in 2015. The introduction of the Plan after the new qualifications seemed to increase teachers’ perceived pedagogical dilemmas and heighten existing tensions regarding the curriculum. This study was intended to support understanding of these tensions and curricular contradictions. Rarely, since the National Debate of 2002, has teacher voice been canvassed regarding curricular and assessment reform. This study sought to combine critical analysis of extracts from the reform policy with interviews conducted with a small group of secondary teachers to further comprehension of top-down policy solutions and systemic change. Stimulating the conversation regarding the future challenges facing the Curriculum for Excellence and how these challenges are understood provided the motivation for the study.

Item Type: Thesis (Ed.D)
Qualification Level: Doctoral
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Colleges/Schools: College of Social Sciences > School of Education
Supervisor's Name: Hedge, Professor Nicki and Davis, Professor Bob
Date of Award: 2020
Depositing User: Rona MacFarlane
Unique ID: glathesis:2020-81638
Copyright: Copyright of this thesis is held by the author.
Date Deposited: 07 Sep 2020 16:38
Last Modified: 08 Sep 2020 11:39
URI: http://theses.gla.ac.uk/id/eprint/81638

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