The Enactment and Impact of Key Stage 4 Science Education Reforms
Lead Research Organisation:
University of Leeds
Department Name: Sch of Education
Abstract
Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.
People |
ORCID iD |
James Ryder (Principal Investigator) | |
James Donnelly (Co-Investigator) |
Publications
Banner I
(2012)
Policy networks and boundary objects: Enacting curriculum reform in the absence of consensus
in Journal of Curriculum Studies
Donnelly J
(2011)
The pursuit of humanity: curriculum change in English school science
in History of Education
Helen Morris (Author)
(2012)
Girls' responses to the teaching of socio-scientific issues
Homer M
(2013)
Sources of differential participation rates in school science: the impact of curriculum reform
in British Educational Research Journal
Homer M
(2011)
The use of national data sets to baseline science education reform: exploring value-added approaches
in International Journal of Research & Method in Education
Indira Banner (Author)
(2011)
The impact of an innovative science curriculum on students' attitudes towards school science
Indira Banner (Author)
(2010)
The impact of recent reforms in the key stage 4 science curriculum
in School science review
Ryder J
(2010)
Multiple Aims in the Development of a Major Reform of the National Curriculum for Science in England
in International Journal of Science Education
Ryder J
(2015)
Being professional: accountability and authority in teachers' responses to science curriculum reform
in Studies in Science Education
Ryder J
(2018)
Expressions of agency within complex policy structures: science teachers' experiences of education policy reforms in Sweden
in International Journal of Science Education
Ryder J
(2013)
School Teachers' Experiences of Science Curriculum Reform
in International Journal of Science Education
Description | Multiple aims and associated values The stakeholders involved in the activities leading to the development of the revised KS4 science curriculum had different aims for the reform. These aims reflect the differing values of these stakeholders. Thus, multiple aims are identifiable within the documentation associated with the science curriculum reform. Enactment within specific workplace contexts Teachers' responses to the curriculum reforms were guided by: personal goals, biography and professional identity; internal features of their workplace such as departmental collegiality, student background and school ethos; and external features such as educational policies outside of science (e.g. personalisation of the school curriculum) and national accountability measures (e.g. attainment league tables). Policy-makers need to recognise that meaningful teacher change takes time and that teachers do not respond to a curriculum reform in isolation from other education policies. Science course provision: Diversification and stratification Since the introduction of the 2006 reforms, science participation at KS4 has become increasingly diverse. Many teachers report that this flexibility has enabled them to respond effectively to the differing needs of their students. This diversification is accompanied by an ongoing stratification by gender and socioeconomic status. For example, students claiming free school meals are heavily under-represented within GCSE Triple Award Science, and this stratification has remained largely unchanged. Student prior attainment in science is the principal determinant of stratification by socioeconomic status within KS4 and KS5 science. |
Exploitation Route | Further exploration of these findings need tobe explored in additional national country contexts. |
Sectors | Education |
URL | http://www.education.leeds.ac.uk/research/projects/enactment-and-impact-of-science-education-reform-eiser |
Description | Science teachers' experiences of educational reform in Sweden: Enacting national tests and grading at Y6 |
Organisation | Uppsala University |
Department | Uppsala Clinical Research Center |
Country | Sweden |
Sector | Hospitals |
PI Contribution | Conceptual frameworks from the EISER ESRC project have informed this collaboration. |
Collaborator Contribution | They have led a five year research project that has a strand focused on teachers' of educational reform in Sweden |
Impact | 'Teachers' responses to the introduction of local grading, and national testing, in Sweden.', Lidar, M., Lundqvist, E., Almqvist, J. and Ryder, J. Paper presented at the annual meeting of the British Education Research Association, London, September 2014. |
Start Year | 2013 |