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Science Education
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Science Education
Policy, Professionalism and Change

First Edition


December 2000 | 200 pages | SAGE Publications Ltd
`This book does provide a useful, concise discussion of the legislative background to science in schools from the nineteenth century to the present day' - Colette Murphy, British Journal of Educational Studies

`This book makes a fascinating and compelling read, particularly for anyone who has a professional involvement or interest in the 'National Curriculum'…. For anyone with an interest in teaching science as a professional enterprise this book is a must' - Joe McDowall, School Science Review

`This book makes a fascinating and compelling read…. The insights provided are fascinating and reminded me of how, as a bust teacher, it is often difficult to see the wood for the trees!… For anyone with an interest in teaching science as a professional enterprise this book is a must' - Joe McDowell, Science Education, Research and Practice

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 initiative, authority and expertise of science teachers themselves, and upon finding a new balance between these professional characteristics and the political demand for accountability.

Science Education will be of interest to teachers, policy-makers and researchers in any educational system which strives to raise the quality of science education in its schools.

 
Change and Control in School Science
 
Framing Secondary School Science
 
Guiding Teachers
The Nuffield Science Teaching Projects  
 
Power to the Teachers?
The Secondary Science Curriculum Review  
 
Monitoring Standards?
The Influence of the Assessment of Performance Unit  
 
The Uses of Examination
The Introduction of the GCSE  
 
The National Curriculum and Secondary School Science
 
Science Teachers' Response to Change
 
Conclusion
The Issue of Standards  

`This book does provide a useful, concise discussion of the legislative background to science in schools from the nineteenth century to the present day' - Colette Murphy, British Journal of Educational Studies

`This book makes a fascinating and compelling read, particularly for anyone who has a professional involvement or interest in the 'National Curriculum'…. For anyone with an interest in teaching science as a professional enterprise this book is a must' - Joe McDowall, School Science Review

`This book makes a fascinating and compelling read…. The insights provided are fascinating and reminded me of how, as a bust teacher, it is often difficult to see the wood for the trees!… For anyone with an interest in teaching science as a professional enterprise this book is a must' - Joe McDowell, Science Education, Research and Practice


"It is a tale that ought t be read by policy makers, researchers, and teachers alike in order to bring into the clear light of debate policies of governments that subject schools to harsh control based on theories imported from the marketplace and deployed through heavy-handed bureaucracy without regard to the teaching profession."

Canadian Journal of Science, Mathematics and Technology Education
April 2002

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James F Donnelly

Edgar W Jenkins

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ISBN: 9780761964445
£35.99 

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