• Summary
  • Contents
  • Subject index

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

Guiding Teachers: The Nuffield Science Teaching Projects
Guiding teachers: The nuffield science teaching projects

On 4 April, 1962, the Minister of Education, Sir David Eccles, informed the House of Commons in a reply to a parliamentary question that

the Nuffield Foundation has decided to make available £250,000 towards the cost of a long-term development programme to improve teaching in ...

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