There are a disproportionate number of teachers of colour (ToC) in Wales in comparison to pupils of colour. Teachers are less ethnically diverse than the pupils they are teaching with only 1.3% of teachers categorising themselves as being from a non-White background. This paper sets out findings from research investigating recruitment into Initial…

Although teacher agency is increasingly recognised by educationists in the Global South, it is not always well understood or accommodated in policy, as experienced with Universal Primary Education (UPE) reforms in Uganda. This empirical study analyses its role on the UPE reforms, the factors that shape it and its implications for curriculum…

In this paper, two case studies of elementary school teachers in the Republic of Cyprus are constructed to discuss how curriculum making relates to teacher biographies and sense of professionalism, as those are shaped at the intersection of their professional history and projections for the future, informed by and informing their constitution as…

There is a move in some countries, including England, towards less curriculum control by government. This stands in contrast to a national curriculum which may be universally applied in all schools within a state/country. National curricula tend to use either content-based (subject mastery) or process (skills)-based models. More localised…

This study analyses how discourses in regional contexts affect the development of curriculum-based literacy standards for adolescents in schooling. A comparative case-study research design enabled the influences of discourses at the regional level to be analysed. The case studies include the development of curricula to define a minimum literacy…

How teacher educators respond as policy actors from inside spaces where multiple policies and discourses collide provides insights into the ways in which policy plays out in educational contexts. By engaging and working within the uncertain space of our own contextual 'policy storm' we provide a narrative of enactment highlighting the roles and…

Learning about curriculum development is critical for middle managers of technical vocational institutions in order to assume curriculum leadership in maintaining and enhancing the quality and relevance of their educational programs. This case study reports on the design and effects of a professional development arrangement (PDA), with such a…

The use of argumentative strategies that promote the defense of well-grounded personal arguments contributes to the development of a critical, ethical and political thought that leads to responsible and socially committed people. Based on the quality of the produced arguments in philosophical essays, this work evaluates the potential application…

"Soft" policy has newly emerged as a policy implementation concept in relation to governance. Non-binding in character, "soft" policy is designed for multi-level systems of governance in which there is relative autonomy at different levels of collective decision-making. "Soft" policy has gained attention since the…

International surveys have served as agents of change for the introduction of reforms in curricula worldwide. The Israeli Ministry of Education set a goal of raising Israel's ranking in international surveys so that Israel will be among the 10 leading countries in the Program for International Student Assessment and Trends in International…

The pressures of a growing global population, compounded by environmental degradation, escalating energy use and the depletion of natural energy resources, have led to sustainable energy (SE) holding a prominent position on the international agenda. In spite of the widespread recognition of the important role of SE education in securing a…

In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to "learning to learn" (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of…

Supporting Teacher Design Teams (TDTs) during local curriculum development efforts is essential. To be able to provide high-quality support, insights are needed about how TDTs carry out design activities and how support is valued by the members of TDTs and how it affects their design expertise. In this study, the design and support processes of…

The Technical Vocational Education and Training (TVET) curriculum requires continuous renewal and constant involvement of stakeholders in the redesign process. Due to a lack of curriculum design expertise, TVET institutions in developing contexts encounter challenges maintaining and advancing the quality and relevance of their programmes to the…

Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used…