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Attitudes of potential teachers of Design and Technology

Against a background of falling applications and teacher recruitment, this research, published in March  2000, aimed to identify the attitudes of potential design and technology teachers towards pursuing this career. The research looked at potential teachers' career aspirations and how their own experiences of...

Neuromyths in education

A study published in 2012 showed that possessing greater general knowledge about the brain does not appear to protect teachers from believing in “neuromyths” – misconceptions about neuroscience research in education. A study in Frontiers in Psychology found that teachers who are interested in the application of...

Girls in the physics classroom

This report, published in June 2006, showed that girls were under-represented in physics post-16.  In 2006 the Institute of Physics published the results of a review that sought to identify causes of this issue. Following publication of the research findings, the Institute produced a teachers' guide to carrying out...

The future of the European STEM workforce: what do secondary school pupils of Europe think about STEM industry and careers

This paper, published in  2015,  examines how students' interest and enjoyment of learning STEM subjects is often equated with their interest in STEM careers. Yet research shows that engagement with school science and motivation for a science career are not the same as students may simultaneously report positive...

What have we learnt from CPD that is collaborative in nature? Findings and implications from the Action Research for Physics programme

This paper, published in 2012, summarises the evaluation of the Action Research for Physics (ARP) programme.

The National Network of Science Learning Centres developed a collaborative professional development (PD) programme in 2009/10 called Action Research for...

Science teacher CPD and teacher careers

This paper, published in 2012, examines the retention and development of science teachers  across the UK and more widely, Europe. The paper examines one particular aspect of this issue: to what extent does Continuing Professional Development (CPD) affect science teachers' career development and retention in the...

Mathematics and science in secondary schools

This study, published in 2006, examined the deployment of science and mathematics teachers and support staff in maintained secondary schools in England. The research was conducted by the National Foundation for Educational Research (NFER) on the behalf of the Department for Education and Skills (DfES) during the...

Relative difficulty of examinations in different subjects

Published in July 2008 by Durham University, this report reviews the evidence on whether examinations in some subjects can legitimately be described as ‘harder’ than those in other subjects. In particular, whether STEM subjects (those that form a foundation for further study in science, technology, engineering and...

Triple Science Support Programme - final evaluation summary

OPM conducted an evaluation of the Triple Science Support Programme (TSSP) across the years 2014- 2016 of the programme, to evidence the extent of impacts of the programme on three key groups: teachers, students, science departments, senior leaders, and whole schools. 

Problem solving in mathematics: realising the vision through better assessment

This ACME report from June 2016 looks at problem solving in mathematics, with particular focus on summative assessment.

Within the report ACME welcomes the strong emphasis on problem solving in recent reforms. It calls for "strong collaboration between the mathematics community, the Department for Education...

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