Mixed methods, mixed outcomes? Combining an RCT and case studies to research the impact of a training programme for primary school science teachers-Reference-Cited by-同舟云学术

Mixed methods, mixed outcomes? Combining an RCT and case studies to research the impact of a training programme for primary school science teachers

Published:2019-01-07 Issue:4 Volume:41 Page:490-509
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Bennett Judith¹^ORCID,Hanley Pam²³^ORCID,Abrahams Ian⁴^ORCID,Elliott Louise³,Turkenburg-van Diepen Maria¹^ORCID

Affiliation:

1. Department of Education, University of York, York, UK

2. School of Education and Professional Development, University of Huddersfield, Huddersfield, UK

3. York Trials Unit, University of York, York, UK

4. School of Education, University of Lincoln, Lincoln, UK

Funder

Wellcome Trust

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2018.1563729

Reference22 articles.

1. Abrahams, I., Bennett, J., Cheung, A., Elliott, L., Hanley, P., Oberio, Z. … Turkenburg, M. (2014). Evaluation of the impact of a continuing professional development (CPD) course for primary science specialists. Final Report to the Wellcome Trust. Retrieved from http://www.wellcome.ac.uk/Education-resources/Education-and-learning/Our-work/Teacher-training/WTS052326.htm.

2. Staff Development and the Process of Teacher Change

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2. Thinking, doing, talking science: the effect on attainment and attitudes of a professional development programme to provide cognitively challenging primary science lessons;International Journal of Science Education;2020-10-12

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