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1.
The advent of large‐scale matched data sets, linking pupils' attainment across key stages, gives new opportunities to explore the effects of school organisational factors on pupil performance. Combined with currently available sophisticated and efficient software for multilevel analysis, it offers educational researchers the chance to develop objective evidence about issues both old and new. Previously reported research, based on separate data sets from Key Stage 2 1997 to Key Stage 3 2000 and Key Stage 3 1998 to General Certificate of Secondary Education (GCSE) 2000, focused on the impact of selective, specialist and faith schools. We now have access to a national data set with 380,000 pupils' Key Stage 2 levels in 1996 matched to their GCSE performance in 2001, and this has enabled us to rework these analyses based on value‐added results across all five years of secondary education. Results of the analysis largely confirmed the findings of previous work, in terms of the apparent impacts of different school types on pupils' progress. The article emphasises the important contribution that the marriage of national matched data sets and multilevel modelling will continue to make to educational research.  相似文献   

2.
Published indicators of school ‘performance’, such as those shown annually in league tables in England, have been controversial since their inception. Raw‐score figures for school outcomes are heavily dependent on the prior attainment and family background of the students. Policy‐makers in Wales have reacted to this fundamental flaw by withdrawing the publication of school results. In England, on the other hand, they have reacted by asking for more information to be added to tables, in the form of student context such as the percentage with a special educational need, and ‘value‐added’ figures. In 2004, the Department for Education and Skills (DfES) value‐added figures for England were based on student progress from Key Stage 2 at the end of primary education to GCSE at the end of compulsory secondary education. For 2005, at time of writing, the DfES plan to use context information in their model as well. This paper re‐analyses the 2004 value‐added figures and shows that they contain the same flaw as the original raw‐score tables. The purported value‐added scores turn out to be a proxy for the overall level of attainment in the school, and almost entirely independent of any differential progress made by the students. The paper concludes by considering the implications of these findings, if accepted, for policies based on identifying schools that are clearly more or less effective, and for the field of school effectiveness and improvement research.  相似文献   

3.
The mathematics achievement of a cohort of 955 students in 42 classes in six schools in London was followed over a 4‐year period, until they took their General Certificate of Secondary Education examinations (GCSEs) in the summer of 2000. All six schools were regarded by the Office for Standards in Education (Ofsted) as providing a good standard of education, and all were involved in teacher training partnerships with universities. Matched data on Key Stage 3 test scores and GCSE grades were available for 709 students, and these data were analysed in terms of the progress from Key Stage 3 test scores to GCSE grades. Although there were wide differences between schools in terms of overall GCSE grades, the average progress made by students was similar in all six schools. However, within each school, the progress made during Key Stage 4 varied greatly from set to set. Comparing students with the same Key Stage 3 scores, students placed in top sets averaged nearly half a GCSE grade higher than those in the other upper sets, who in turn averaged a third of a grade higher than those in lower sets, who in turn averaged around a third of a grade higher than those students placed in bottom sets. In the four schools that used formal whole‐class teaching, the difference in GCSE grades between top and bottom sets, taking Key Stage 3 scores into account, ranged from just over one grade at GCSE to nearly three grades. At the schools using small‐group and individualized teaching, the differences in value‐added between sets were not significant. In two of the schools, a significant proportion of working‐class students were placed into lower sets than would be indicated by their Key Stage 3 test scores.  相似文献   

4.
高师校本课程开发在目前是一个值得认真研究的领域．《生物科普创作》为广东教育学院自主开设的一门校本课程,旨在训练师范生的科普写作技能和提高其从事中学生物教学的能力．课程内容包括10大专题,并结合培养目标和内容性质进行分层设计．建议采用灵活多样的教学策略,包括切块拼接的教学模式．课程实施取得了初步的教学效果,该课程能够比较好地提高师范生的教育教学素养和科普创作技能．  相似文献   

5.
Cultural Studies of Science Education - This article examines how school students perform gender during a visit to a science centre where they programme Lego cars. The focus is on how students...  相似文献   

6.
This study assessed the effectiveness of one science teacher education program designed to be a model program. The study provided evidence that preservice science teacher education can have a very positive effect on the development of preservice science teachers into effective practicing teachers. Thirty program graduates completed a pilot version of the 1985 National Survey of Science and Mathematics Education providing information on course objectives, teaching strategies, equipment use, time allocation, and textbook use. The responses of program graduates were compared to the responses of a select national sample of teachers. All teachers in the comparison group were from programs in the Search for Excellence in Science Education, Presidential Award winners, recognized as outstanding state science teachers, employed as department chairs, or actively involved in the development of science curriculum. Analysis of the responses indicated that both program graduates and comparison group teachers had similar course objectives and teaching strategies, used materials and equipment a similar amount of time, and allocated class time in similar ways. In another component of the study, students of 37 program graduates completed a questionnaire that assessed their attitudes toward science teachers, science classes, and the study of science. Analysis of attitudinal data from their 2871 students indicated that students of program graduates generally had positive attitudes. For instance, 89% of the students perceived their science teacher as asking questions and 80% perceived their science teacher as letting them ask questions. In general, the data are in stark contrast to the images obtained from National Assessment efforts.  相似文献   

7.
The impact of selective education systems on pupil performance has long been a contentious issue, but the advent of national value‐added datasets linking performance across key stages for the majority of pupils in England has enabled detailed analysis to throw some light on the issues. The main finding has been a distinct difference in Key Stage 3 test levels for pupils on the ‘borderline’ between grammar school and secondary modern school, even when prior attainment is taken into account. Possible explanations for this apparent ‘grammar school effect’ are discussed.  相似文献   

8.
The development of a framework for the content and assessment of National Curriculum science in England and Wales, following the 1988 Education Reform Act, is described, with a particular emphasis on assessment at the end of Key Stage 3 (14-year-old pupils). The University of Exeter evaluations of Key Stage 3 science assessments in 1995 and 1996 are outlined and the findings concerning the reliability and validity of the testing are presented. The views of science teachers on the impact of this assessment on teaching and learning are summarised, with particular reference to the structure, delivery and interpretation of the National Curriculum, the setting of pupils, continuity and progression, the preparation of pupils for the tests and teacher assessment.  相似文献   

9.
ABSTRACT: Thirty-two recent graduates from the joint food science program of Washington State Univ. (WSU) and The Univ. of Idaho (UI) and 12 of their employers participated in a survey study to assess food science program outcomes. The objective of this study was to assess the joint curriculum in its ability to prepare undergraduate students for critical thinking, problem solving, and technical competence in the food industry. Two survey tools, 1 for graduates and 1 for their employers, were designed to assess job preparedness and the skill set attained by food science program graduates. Graduates of the joint food science program generally indicated satisfaction with their food science education and suggested that they were adequately prepared for their jobs. Both students and employers indicated that most of the identified Success Skills are used daily on the job, and that graduates were well prepared with Success Skills. Graduates and employers reported adequate preparation in Food Processing and Engineering competence. Some significant differences ( P < 0.05) were found in perceived and assessed competence. Specifically, while student indicated that they were well prepared with Food Chemistry and Analysis, Food Safety and Microbiology, and Applied Food Science competence, employers indicated only adequate preparation in Food Chemistry and Analysis, and Applied Food Science competence, but poor preparation in Food Safety and Microbiology competence. The findings suggest that students should be given opportunities for self-evaluation in undergraduate courses. Because the survey models are based on Institute of Food Technologists requirements, it is expected that the surveys can be readily adopted by other institutions to assess student learning and program effectiveness.  相似文献   

10.
Given the focus on phonological attainment in the National Phonics Screening Check, small‐scale school‐based action research was undertaken to improve phonological recognition and assess the impact on progress and attainment in a sample drawn from Key Stage 1 which included pupils on the Special Educational Needs (SEN) Register. The research objective was to assess the effectiveness of a phonological awareness intervention. A mixed methodologies and methods research strategy was adopted, involving the collection of quantitative score measures, phonics assessments, qualitative intervention records and questionnaire responses. Findings indicated a strong positive correlation between progress in intervention score measures and progress in phonics summative assessment scores. It was concluded that provision for phonological development should be extended throughout the school and its impact closely monitored. The reported research contributed to the National Award for Special Educational Needs Coordination accreditation.  相似文献   

11.
Journal of Science Education and Technology - Computer science and computer science education are marked by gender and racial disparities. To increase the number and diversity of students engaging...  相似文献   

12.
Multilevel modelling was carried out on national value‐added data to study the effects of single‐sex education on the progress of pupils from 2002 Key Stage 3 to 2004 GCSE. The analysis suggests that pupils in a selective environment achieve higher progress in single‐sex schools; however, the advantage of single‐sex schooling seems to decrease with increasing pupils' prior attainment (for girls) or with increasing school ‘selectiveness’ (for boys). These phenomena might be a result of a ceiling effect, as pupils with high prior attainment at Key Stage 3 cannot improve as much as pupils with lower initial attainment. There was also strong evidence suggesting that pupils achieve higher progress in the independent sector compared to grammar education. On the other hand, in a non‐selective environment only pupils with lower prior attainment and those attending schools with a full range of abilities seem to benefit from single‐sex education.  相似文献   

13.
This article presents findings from a comparative case study examining the implementation of the mathematics strand of the Key Stage 3 Strategy in two contrasting schools—one using setting and whole‐class teaching, the other incorporating mixed‐ability grouping and individualised learning. A number of ‘outcomes’ of implementation are considered, including teachers' and students' experiences, changes in pedagogic practice and students' attainment. Whilst both schools achieved highly in relation to similar schools, higher attainment gains between Key Stage 2 and Key Stage 3 in the school using setting/whole‐class teaching were associated with increasing student disaffection and dependence on teachers. In contrast, the attainment gains at the school using individualised learning were associated with increasing enthusiasm and independence. The mixed picture of outcomes and their complex interconnections suggest that evaluations of implementation resting on attainment‐based outcomes are problematic in terms of longer‐term aims of increasing the proportions of students choosing to study mathematics and developing the skills of independent learning.  相似文献   

14.
In this paper, I utilise key postcolonial perspectives on multiculturalism and boundaries to reconsider some of science education's scholarship on cultural diversity in order to extend the discourses and methodologies of science education. I begin with a brief overview of postcolonialism that argues its ability to offer theoretical insights to help revise science education's philosophical frameworks in the face of the newly intercivilisational encounters of contemporaneity. I then describe the constructs of multiculturalism, and borders and ‘border thinking’ (after ) that become useful to develop postcolonial readings as an active methodology of critique able to intervene and develops more revealing interpretations of some of science education's scholarship and differentiated experiences. As the focus of these interventions, I have selected ) ‘Defining “Science” in a Multicultural World: Implications for science education’ and ) ‘Multiculturalism, Universalism and Science Education: In search of common ground’ from the ongoing discussion on multiculturalism and cultural diversity within the journal Science Education. Finally, I conclude this paper with some general comments regarding postcolonialism and the science education scholarship on cultural diversity.  相似文献   

15.
Sections 3 and 4 of the 1988 Education Reform Act include science as one of the compulsory core subjects in the National Curriculum and empower the Secretary of State to specify attainment targets, programmes of study, and assessment arrangements for science for children of compulsory school age. The Science Working Group appointed to advise the Secretaries of State on science reported in June and its recommendations for attainment targets, programmes of study and statements of attainment were published in August alongside the science proposals of the Secretaries of State for Education and Science and for Wales, in Science for Ages 5 to 16 . Alan Jones, head, physical science department, Trent Polytechnic, Paul Denley, south west regional project officer, Secondary Science Curriculum Review, and Christopher Butcher, senior lecturer, Trent Polytechnic, discuss the report.  相似文献   

16.
The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.  相似文献   

17.
This article investigates the effects of trainee teachers on secondary school student outcomes. The additional resources which schools receive from being involved in teacher training offer them an opportunity to raise standards, but this has to be set against the possible losses due to school students being taught by inexperienced beginning teachers and the diversion of mentors' efforts away from the classroom. Inspection evidence is used to assess whether trainee teachers affect school students' test and examination results. The findings of this research are that the number of trainees has no significant effect on school results at A‐level or General Certificate of Secondary Education (GCSE), or on the overall value added between Key Stage 3 and GCSE level. However, at Key Stage 3 level at age 14, while there appears to be a very small depressing effect on achievement in schools with low numbers of trainees, there is a significant positive effect on achievement in schools with larger numbers of trainees.  相似文献   

18.
Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates' decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders.  相似文献   

19.
The National Science Education Standards (National Research Council 1996, National science education standards. Washington, DC: National Academy Press) and various other national and state documents call for teachers who possess science content knowledge, employ an inquiry approach in teaching, and engage in reflective practices. This paper describes a rationale for choosing particular recommendations to implement and how we incorporated those as we revised our elementary science education program. An analysis of the impact of the reformed inquiry-based content courses revealed that students who take more than one reformed content course improve their science content knowledge and efficacy towards teaching science significantly more than students who take fewer courses.  相似文献   

20.
What are the effects of ability grouping on GCSE attainment?   总被引：2，自引：0，他引：2  
The use of ability grouping is frequently justified on the grounds that it is an effective means of raising attainment. Little large‐scale quantitative research has been undertaken since the introduction of the National Curriculum in England and Wales. The aim of this article is to examine the effects of setting on students' achievement in English, mathematics and science General Certificate of Secondary Education (GCSE) examinations. Data were collected from a cohort of over 6000 Year 9 students in 45 mixed secondary comprehensive schools who were followed up in Year 11 when they sat GCSE examinations. Multilevel modelling was used to estimate the effect of setting on GCSE attainment, taking account of prior attainment, social disadvantage, gender and attendance. There were no significant effects of setting in English, mathematics or science. Effects on higher and lower attaining students were not consistent in the three subjects. Socially disadvantaged students achieved significantly lower grades and girls achieved higher grades than boys, especially in English. In all three subjects, students of similar ability achieved higher GCSE grades when they were placed in higher sets. Theoretical and practical implications are discussed.  相似文献   

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