History teachers as curriculum-makers in policy and practice: quantitative insights from England and Scotland

IF 2.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education Policy Pub Date : 2024-05-22 DOI:10.1080/02680939.2024.2357614

Joe Smith, Richard Harris, Katharine Burn

引用次数: 0

Abstract

In England and Scotland, the History National Curriculum avoids the prescription of specific content; expecting schools instead to devise a curriculum appropriate to their pupils within broad guida...

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历史教师作为政策和实践中的课程制定者：来自英格兰和苏格兰的定量见解

在英格兰和苏格兰，国家历史课程避免规定具体的内容，而是希望学校在广泛的指导下设计出适合学生的课程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Education Policy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.10

自引率

8.00%

发文量

期刊介绍： The Journal of Education Policy publishes original, critically and theoretically informed research that discusses, analyses and debates policymaking, policy implementation and the impact of policy at all levels and in all facets of formal and informal education. The journal is interested in analysis and theorisation of policy that is transposable, that has generic interest and relevance - national policy case studies would need to be conceptually and/or methodologically generalisable. The journal also publishes work that presents new methods of research and research studies that are experimental and innovative. The journal offers a forum for theoretical debate, as well as historical, philosophical and comparative studies, across different countries, contexts and levels of education. A valuable resource for academics, researchers, educators and policy makers, Journal of Education Policy provides rigorous and original insights into educational policy development, implications and global impact.