Citation

(2021), "", Priestley, M., Alvunger, D., Philippou, S. and Soini, T. (Ed.) Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts, Emerald Publishing Limited, Leeds, pp. 295-301. https://doi.org/10.1108/978-1-83867-735-020211014

Publisher

:

Emerald Publishing Limited

Copyright © 2021 Mark Priestley, Daniel Alvunger, Stavroula Philippou and Tiina Soini

---

INDEX

Index

Note: Page numbers followed by “n” indicate notes.

Academies

, 155

Academy's Institute of Pedagogy

, 102

Accountability

, 236–238

based on trust

, 289

need for coordination between

, 240–242

Agency of educational system

, 290

Alignment, need for coordination between

, 240–242

Assemblage

, 200, 274

Association of Teachers and Lecturers (ATL)

, 160

Australian national curriculum

, 31, 34

Autonomous curricular domains (DAC)

, 88, 94

Balanced regulation

, 290

Basic school

, 101n1

Cambridge Primary Review

, 159

Capacity building

, 257

Change management

, 261

Classroom

curriculum level

, 11

curriculum making

, 11

transactions

, 11

Classroom-based assessment (CBA)

, 203, 215

Cloning materials for subjects

, 161

Collaborative practice

, 201

Common cultural heritage

, 85

Communicative discourses as curriculum policy messages

, 228–229

Communist Party

, 101

Communist regime in Czechoslovakia

, 102

Communist Rule, fall of

, 103–104

Competence-based approach

, 87

Competency

, 40

‘Complex webs of enactment’

, 178

Contexts in curriculum criticism

, 30

Coordination Group

, 135–138, 252, 257

Coordinative discourses as curriculum policy messages

, 228–229

Core curriculum reform work

, 251

Cultural capital

, 154

Curricular

frameworks

, 115

reform

, 79

turn

, 277

Curricular Autonomy and Flexibility Project (PAFC)

, 78, 82, 92

PAFC-reform

, 282

reform plan main axes

, 82–86

reform put into practice

, 87–91

Curriculum

, 161 (see also National Curriculum (NC))

criticism

, 29

deregulation

, 128

development in England

, 151

frameworks

, 140

knowledge requirements

, 232

in motion

, 10

policy in Netherlands

, 129–132

regulation

, 127–128

renewal in Finland

, 250–253

research

, 6

scholarship

, 29

as social practice

, 4–8

studies

, 1

theory

, 227

work

, 1

Curriculum and Assessment Board (CAB)

, 189

Curriculum Committee of the Governing Board

, 33

Curriculum for Excellence (CfE)

, 34, 286

critique

, 184

programme

, 175, 180–181

Curriculum levels

dovetailing of

, 143–144

and products

, 10

Curriculum making

, 2–8, 53, 99, 273

approaches to defining levels

, 9–12

examples

, 3

levels, layers or sites

, 8–12

impact of new landscape on

, 159–163

processes, strategies and flows of

, 276–282

sites of activity

, 12–22

Curriculum Review Committee

, 63

Curriculum.nu

, 125, 131

approach and timeline

, 134–137

motives and aims

, 132–134

preliminary outcomes

, 138

Cyprus

, 54n1, 282

findings

, 60–61

locating curriculum making

, 55–58

modes of inquiry and theoretical perspectives

, 58–60

subject-area counsellor as hybrid expert-subject

, 61–65

subject-area counsellor as subject and object

, 65–68

Czech reform

, 113

Czech schools

, 106, 109

Czechia, curriculum making in

, 99–100

Datafication

, 44

of schooling

, 31

Democratization

, 79

Department for Education (DfE)

, 152

Digitalization

, 44

Discursive institutionalism

, 226–227

coordinative and communicative discourses in

, 228

Discursive power

, 60

District

authorities

, 283

curriculum making

, 253

school authorities

, 107n5

Dovetailing of curriculum levels

, 143–144

Economic reform

, 104

Economization of education policy

, 42

EdTech companies

, 31, 44–45, 281

Education Endowment Fund (EEF)

, 156–157

Education Reform Act

, 152

Education Research Institute

, 107n6

Education(al)

, 43 (see also Finnish National Agency for Education (FNAE))

change

, 253

educational/curricular policy

, 114

policies

, 81

policy

, 33

reform in Scotland

, 179

stakeholders

, 259–260

England

curriculum development in

, 151

epistemological fog

, 163–165

impact of new landscape on curriculum making

, 159–163

rearranging curriculum development landscape

, 154–159

recurring irony

, 166–167

English language teaching (ELT)

, 111

Epistemological fog

, 163–165

Equity

, 236–238

Equivalence

, 236–238

Europe

curriculum making

, 273

learning from curriculum making in

, 288–290

European Commission

, 38

European Council

, 223

European Union (EU)

, 106, 223, 275

Europeanization of education

, 38

Evaluation message system

, 36–37

Finland

curriculum renewal in

, 250–253

empirical findings and lessons learned in Finnish curriculum reform

, 256–261

in global scene

, 247–250

shared sense-making as tool for transformative learning in curriculum making

, 253–256

Finnish curriculum reforms

, 250

empirical findings and lessons learned in

, 256–261

Finnish National Agency for Education (FNAE)

, 247 (see also Scottish Education)

officer from

, 257

officials

, 251–252

‘Finnish Parents’ League

, 252

Framework curriculum

, 128

Framework Educational Programmes

, 107

Free schools

, 155

Freedom of education

, 129

Future of Knowledge and Skills 2030 project

, 40

General Certificate of Secondary Education (GCSE)

, 165

GERM-inspired standards framework

, 130

Global Curriculum Speak

, 248

Global Educational Reform Movement

, 160

Globalization

, 42–43

of evaluation message system

, 39

Goodlad's model

, 10

Governing of schools

, 226, 231–236

Greek-Cypriot educational system

, 56, 60, 69

Green Paper (1999)

, 107

Healthy School movement

, 108

Hybrid teacher-subjects

, 285

ICEA Report

, 185–188

IDEAS network

, 19

Impact measure

, 156

Implementation gap

, 183

Individual narratives

, 100

Initial teacher education (ITE)

, 155, 161n5

Inspectorate of Education

, 131

Institute of Pedagogy

, 103

Institutional

curriculum level

, 10–12

legacy

, 101–103

Instructional curriculum level

, 10

Integral curriculum review in Netherlands

balancing curriculum regulation, space and support

, 139–144

curriculum policy in Netherlands

, 129–132

curriculum system web

, 127

curriculum.nu

, 132–138

input and output regulation

, 127

setting stage

, 125–128

International Council of Educational Advisers (ICEA)

, 176

International Large-Scale Assessments (ILSAs)

, 37, 40

Interpretive labour

, 100, 114, 116

Junior Cycle for Teachers (JCT)

, 207, 217–218

Junior Cycle Framework (JCF)

, 203

Junior Cycle Reform (JCR)

, 199, 202–204, 214, 278

in Ireland

, 182

Knowledge

economy discourse

, 43

sharing

, 261

‘Knowledge rich’ approach

, 166–167

Language

, 60

Lawrence Stenhouse in Schools Council

, 152

Learning Framework

, 40

Lgr 11 (curriculum reform)

, 231–232, 236–237, 240

Lisbon strategy

, 223

Lisbon Treaty of 2000

, 43

Literacy standards

, 130

Local pedagogical planning

, 237

Lower secondary education in Ireland

curriculum making

, 201–202

findings

, 206–216

implications for curriculum making

, 217–219

JCR

, 202–204

landscape

, 200

methodology

, 204–206

Macro-level curriculum making

, 16–18, 191

Management strategies

, 255

Marketization

, 277

Marxism

, 101

Material flow

, 201, 210–213

Mediators

, 62, 64

Meso actors

, 287

Meso curriculum making

, 18–19

Meso-level curriculum making

, 192

Meta-skills

, 190

Methodological globalism

, 35

Methodological nationalism

, 35

Micro-level curriculum making

, 20–21, 192–193

Middle ground and mobility importance

, 289–290

Ministry of Education

, 107, 135, 138

Ministry of Education and Culture (MoEC)

, 54–55

change of government and administration in

, 57

Multiple Academy Trust (MAT)

, 167

Municipal actors

, 233

Nano curriculum making

, 21–22

NAPLAN in Australia

, 37

Narrative

, 189

international actors meeting grey zone

, 104–106

on meso level

, 104

voluntary activity to universally binding law

, 106–110

National Agency for Education (NAE)

, 224–225, 237

National Council for Curriculum and Assessment (NCCA)

, 202

National Curriculum (NC)

, 152

data and potential global privatization of curricula

, 44–45

global and regional contexts

, 41–43

globalising message systems of schooling

, 36–41

making

, 29–36

National Educational Programme

, 108

National Improvement Framework (NIF)

, 186

National jurisdictions

, 248

National Large-Scale Assessments

, 37

National policy framing

, 176

National/global relations

, 36

Neoliberal globalization

, 30

Netherlands, curriculum policy in

, 129–132

Netherlands Institute for Curriculum Development

, 136

Network of Health Promoting Schools

, 106

New curricula

, 5, 108

New Education Act (2004)

, 107

Novice teachers

, 162

Numeracy standards

, 130

Office for Standards in Education or Ofsted

, 152–153

Official curriculum texts

, 1

Official ministry

, 71

Ofsted Inspection Framework

, 158

Online teaching

, 44–45

‘Open field curriculum’ approach

, 128

Open Society Fund (OSF)

, 106

Organisation for Economic Cooperation and Development (OECD)

, 38–40, 81, 176, 178, 223

Papanastasiou

, 43

Participatory curriculum making

, 288–289

Participatory reforms

, 250

Pedagogical content knowledge

, 32

Pedagogical Institute (PI)

, 54–55

Pedagogical Teams

, 90

Pedagogy

, 22, 30–31, 201

Performativity

, 166, 277

Personal Development

, 154

PISA

, 247

for Schools

, 39

test

, 34, 37–38

PISA shock in Japan (2003)

, 38

PIXL

, 157

Plans for learning

, 125

Policy

, 100

policy-making

, 187

sphere

, 228

transmission

, 181–185

Political reforms

, 80

Portugal

curriculum changes

, 79–82

curriculum reform in

, 77–78

main results of experimental period

, 91–93

methodological approach

, 86–87

PAFC reform plan main axes

, 82–86

PAFC reform put into practice

, 87–91

timeline of Portuguese policy phases

, 80

Portuguese educational system

, 77

Portuguese schools

, 88

Post-socialist curricular reform in Czechia

, 99

narrative on meso level

, 104–110

school principals and teachers

, 110–113

systemic level

, 101–104

PPI schools

, 88

Privatization of schooling

, 45

Professional space

, 140–141

Professional Standards for Scottish teachers

, 162

Programa Nacional de Promoção do Sucesso Escolar (PNPSE)

, 81

Programmatic curricula production

, 17

Programmatic curriculum level

, 11

Pupil Equity Funding (PEF)

, 186

Qualification and Curriculum Agency

, 154

Qualifications and Curriculum Development Agency

, 154

Race to the Top

, 43

Rámcové vzdělávací programy (RVP)

, 107

Regional Improvement Collaboratives (RICs)

, 176, 187, 282–283

Regioplan study

, 137

Regulated space

, 139

Republic of Cyprus

, 54

Resource distribution

, 236–238

Rhizoanalysis

, 205–206

SAPERE

, 158

School

district sites of activity

, 252

leaders

, 159

principals and teachers

, 110–113

school-based curriculum

, 20

school/health psychologists

, 105–106

schools/teachers

, 54

system

, 152

School curriculum

, 7, 112

in Portugal

, 79

‘School Matters’ research project

, 249

School-based curriculum development (SBCD)

, 107

Schooling

, 42

central interrelated message systems of

, 30–31

datafication

, 31

globalising message systems of

, 36–41

Schools Curriculum and Assessment Authority

, 154

Scotland's Regional Improvement Collaboratives

, 17

Scottish College for Educational Leadership

, 187

Scottish Education

CfE

, 180–181

curriculum making across system

, 190–193

curriculum reform in

, 175, 178

ICEA Report

, 185–188

policy transmission

, 181–185

‘refreshed’ CfE narrative

, 188–190

Scottish context

, 177–179

Scottish Government

, 179, 183

Scottish National Party (SNP)

, 179

Scottish National Standardized Assessments (SNSA)

, 37

Self-improving school system

, 155

Semiotic flow

, 201, 206–210

Shared sense-making as tool for transformative learning in curriculum making

, 253–256

Shock therapy

, 104

Silos

, 213

‘Site-specific’ approaches

, 126

‘Sitting-with-Nellie’ approach

, 163

Small School

, 111

Social Democrat rule (1998–2006)

, 107

Social Democrats

, 115

Social flow

, 201, 213–216

Social power

, 60

Social realist work

, 34

Socialist legacy and transformation processes

, 101–104

Societal curriculum level

, 10–11

Soviet model

, 102

State-based curriculum making

, 17–18

STEM education

, 113

‘Step by Step’ school restructuring model

, 106

Strategic compliance

, 184

Strategic curriculum mix

, 139–143

‘Students' profile’

, 87

Study of Social and Emotional Skills (SSES)

, 39

Subject, Learning and Assessment Review (SLARs)

, 212, 215–216

Subject-area counselors

, 57–60

as hybrid expert-subject

, 61–65

as subject and object

, 65–68

Superintendent in small-sized municipality

, 233

‘Support now, sell later’ strategy

, 44

Supporters

, 61–62, 64

Supra curriculum making

, 14–16

Supra level

, 126

discourses

, 179

Supra-space

, 201

Sweden

, 223–224

coordinative and communicative discourses as curriculum policy messages

, 228–229

methodological considerations

, 229–231

purpose and research questions

, 225–226

theoretical framework

, 226–231

transformations of transnational education policy discourses

, 239–242

transnational and national discourses

, 231–238

Swedish Association of Local Authorities and Regions (SALAR)

, 235

Swedish School Inspectorate

, 225

Swedish School System and Curriculum Reform of 2011

, 224–225

Systematic quality assurance

, 235

Systemic narratives

, 100

Systemic policy in education

, 278

Takayama's analysis

, 38

Teacher

action as curriculum makers

, 56

associations

, 106

collaboration

, 287

education

, 162

teacher-proof curricula

, 2

Teacher agency

, 140

importance of meso activity for

, 282–287

Teachers Toolkit, The

, 156

Teaching-learning process

, 89

Thatcher's 1988 Education Reform Act

, 42

Times Educational Supplement Scotland

, 186

TIMMS

, 113

Transnational education policy discourses, transformations of

, 239–242

Transversal competencies

, 248

UK parliament in London

, 179

Universal literacy

, 30

Velvet Revolution

, 103

Visegrad countries

, 106

Vygotsky's theory of proximal zones

, 103

Webs of power

, 65

White Paper (2001)

, 107

World Health Organization (WHO)

, 30, 105