• 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

The Uses of Examination: The Introduction of the GCSE
The uses of examination: The introduction of the GCSE

The GCSE examination was a policy initiative of a quite different kind to those examined in previous chapters. It was the first of a series of government-sponsored initiatives which came to dominate school education in ...

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