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Science education practitioners' views of research and its influence on their practice

Science education practitioners' views of research and its influence on their practice
Science education practitioners' views of research and its influence on their practice
Research report of project 4 of the Evidence-based practice in science education (EPSE) research network funded by ERSC TLRP This report presents the findings of an interview and focus group study which explored perceptions of educational research and its use amongst teachers of science and others engaged in science education. The rationale for the study arose from the significant and ongoing international debate about the claim that evidence should play a more significant role in the professional practice of teachers and others involved in shaping educational policy and practice.
educational research, professional development, science education
University of York
Ratcliffe, M.
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Bartholomew, H.
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Hames, v.
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Hind, A.
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Leach, J.
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Millar, R.
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Osborne, J.
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Ratcliffe, M.
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8
Bartholomew, H.
08b5fb89-ba68-457f-a1e9-b43db6aef74c
Hames, v.
fb41b032-feff-4eaa-966f-774d3ebde420
Hind, A.
c37de25c-a9e0-44ec-b113-40fa7ffe1162
Leach, J.
8f3ffd67-e3c7-42ff-8cde-e99f35f73b29
Millar, R.
c5d62157-60cc-4769-a2c8-109500f535d5
Osborne, J.
fc63933a-7d30-4b1e-9cc1-f89a5d4dc680

Ratcliffe, M., Bartholomew, H., Hames, v., Hind, A., Leach, J., Millar, R. and Osborne, J. (2004) Science education practitioners' views of research and its influence on their practice York, UK. University of York 81pp.

Record type: Monograph (Project Report)

Abstract

Research report of project 4 of the Evidence-based practice in science education (EPSE) research network funded by ERSC TLRP This report presents the findings of an interview and focus group study which explored perceptions of educational research and its use amongst teachers of science and others engaged in science education. The rationale for the study arose from the significant and ongoing international debate about the claim that evidence should play a more significant role in the professional practice of teachers and others involved in shaping educational policy and practice.

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Published date: 2004
Keywords: educational research, professional development, science education

Identifiers

Local EPrints ID: 58240
URI: http://eprints.soton.ac.uk/id/eprint/58240
PURE UUID: 264ff364-3382-48a4-94eb-ecab92b84ec2

Catalogue record

Date deposited: 12 Aug 2008
Last modified: 15 Mar 2024 11:10

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Contributors

Author: M. Ratcliffe
Author: H. Bartholomew
Author: v. Hames
Author: A. Hind
Author: J. Leach
Author: R. Millar
Author: J. Osborne

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