Science Education: Policy, Professionalism and Change

Front Cover
SAGE, 2001 M01 26 - 192 pages
Who wants to change school science education and why? What mechanisms exist to effect change? What implications do they have for teachers' professionalism? These are the principal questions explored in this book. The authors focus on strategies for effecting change, including decentralized and statutory mechanisms, and the use of systems of assessment.

The authors question the effectiveness of centralized programmes in improving the quality of students' science education. They suggest that this arises from a failure to acknowledge the contribution that the science teaching profession must make to reform. They argue that sustained and effective change, embodying improvements in standards, depends upon promoting the initiativ

 

Contents

The Nuffield Science Teaching Projects
27
Power to the Teachers? The Secondary Science Curriculum Review
42
Review or reform?
54
Monitoring Standards? The Influence of the Assessment
60
6
80
Graderelated criteria
93
Science in the National Curriculum
102
Attainment Targets 1 and 17
109
8
120
Conclusion
144
Bibliography
169
Index
186
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