Evaluating Efforts to Enhance Health and Wellbeing in Scottish Secondary Schools

Autor/in	Thorburn, Malcolm
Titel	Evaluating Efforts to Enhance Health and Wellbeing in Scottish Secondary Schools
Quelle	In: Journal of Curriculum Studies, 49 (2017) 5, S.722-741 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2016.1167246
Schlagwörter	Foreign Countries; Secondary School Students; National Curriculum; Excellence in Education; Health Promotion; Well Being; Program Evaluation; Educational Policy; Holistic Approach; Teacher Responsibility; Policy Analysis; Semi Structured Interviews; Teacher Attitudes; Educational Objectives; School Culture; Instruction; Partnerships in Education; Educational Practices; Policy Formation; Barriers; Curriculum Development; Agenda Setting; Program Implementation; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Lernerfolg; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Well-being; Wellness; Wohlbefinden; Programme evaluation; Programmevaluation; Politics of education; Bildungspolitik; Holistischer Ansatz; Lehrverpflichtung; Politikfeldanalyse; Lehrerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Schulkultur; Schulleben; Teaching process; Unterrichtsprozess; Hochschulpartnerschaft; Bildungspraxis; Politische Betätigung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Curriculum for Excellence in Scotland outlines a policy vision of a more progressive, integrated and holistic form of education; a commitment which contains an obligation for health and well-being (HWB) to be a responsibility of all teachers. A critical policy analysis approach was utilized in order to review school-level progress in different stages of policy development, i.e. policy formulation, legitimation, implementation and evaluation. Evidence was collected through 15 semi-structured interviews with head teachers, teacher education academics and staff with national and local authority quality improvement remits. Questions focused on: aims and curriculum goals; school culture; learning and teaching; partnership relationships and evaluations of practice. Findings suggest a high degree of support for curriculum aims, however, there were often problems communicating policy expectations (policy formulation). Thus, despite impressive examples of innovative practice in relation to school ethos, wider achievement and pupils' broader general education (policy legitimation), there were also examples of HWB being constrained by senior school examinations and the backwash effect this had on curriculum planning and engagement with interdisciplinary learning approaches (policy implementation/evaluation). These findings have implications in terms of policy to practice coherence as well as highlighting the need for further more specific research evaluations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01