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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...

Review of teacher assessment: evidence of what works best and issues for development

Written by Oxford University Centre for Educational Assessment, this March 2009 review of teacher assessment was commissioned by the Qualifications and Curriculum Authority (QCA). The review looked at teacher assessment in practice in a number of countries to see what works best and to consider the implications for...

How much homework is too much?

Published in 2015, a recent study of 7,451 teenagers in Spain examined the correlation between time spent on homework and academic achievement in mathematics and science. Results showed that homework done by the student independently for 60-70 minutes a day yielded the best results. The students had a mean age of...

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...

STEM Baseline Survey - Summary Report

This report from the Department for Education,  published in January 2010, provides a summary of findings from the STEM Baseline Survey Research Programme. It reports on a programme of activities aimed at improving STEM careers awareness in secondary schools.

The primary purpose of...

Aspires: young people's science and careers aspirations, age 10-14

Published in December 2013.  The ASPIRES study sought to shed new light on our understanding of how young people’s aspirations develop over the 10-14 age period, exploring in particular what influences the likelihood of a young person aspiring to a science-related career.

This report presents key findings...

Do students perform better when schools offer extracurricular activities?

A PISA in Focus study published in 2012 from the OECD (Organisation for Economic Co-operation and Development), looks at whether students perform better in science if they are encouraged to participate in extracurricular activities, such as field trips and science projects. Most countries (22 of 31 OECD countries)...

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