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dc.contributor.authorMackintosh, Julia
dc.contributor.authorWhite, Elizabeth
dc.contributor.authorDickerson, Claire
dc.contributor.editorMcCrory, Amanda
dc.contributor.editorGatt, Suzanne
dc.date.accessioned2017-07-24T16:02:24Z
dc.date.available2017-07-24T16:02:24Z
dc.date.issued2017-02-12
dc.identifier.citationMackintosh , J , White , E & Dickerson , C 2017 , Developing teachers as leaders of science in primary schools . in A McCrory & S Gatt (eds) , Journal Of Emergent Science : Outcomes of the Primary Science Teaching Trust's 2016 International Primary Science Conference . vol. 12 , Association for Science Education (ASE) , pp. 64-71 , Creativity exemplified: No boundaries No barriers , Belfast , Ireland , 1/06/16 .
dc.identifier.citationconference
dc.identifier.otherORCID: /0000-0001-5090-1729/work/62749026
dc.identifier.urihttp://hdl.handle.net/2299/19062
dc.descriptionJulia Mackintosh, Elizabeth White, and Claire Dickerson, 'Developing teachers as leaders of science in primary schools', in Proceedings from the PSTT International Primary Science Conference, Belfast, June 2017, The Journal of Emergent Science, Issue 12, Winter 2016/2017, Special Edition. Published by Association for Science Education in partnership with the Primary Science Teaching Trust (PSTT).
dc.description.abstractChildren’s experiences of science at primary school inform their decisions about studying science post-16, which impacts on the supply of STEM professionals. In England, the Primary Science Quality Mark (PSQM) award programme is a recognised way of addressing the reported decline in the profile given to science as numeracy and literacy have been prioritised. This programme aims to raise the profile of primary science by providing schools with a framework and professional support for developing science leadership, teaching and learning. This paper reports the views of twelve primary science leaders from schools involved in the PSQM scheme for the first time and explores changes in their attitudes to teaching and leading science. Data were collected through questionnaires, an interview and focus group and from documents submitted for the award. The findings suggest how the science leaders’ perspectives shifted from science learning and practice in isolated classrooms to a whole-school vision.en
dc.format.extent8
dc.format.extent9557479
dc.format.extent759648
dc.language.isoeng
dc.publisherAssociation for Science Education (ASE)
dc.relation.ispartofJournal Of Emergent Science
dc.subjectPrimary Science Quality Mark
dc.subjectPrimary Science Teaching
dc.subjectprimary science
dc.subjectleading primary science
dc.titleDeveloping teachers as leaders of science in primary schoolsen
dc.contributor.institutionSchool of Education
dc.contributor.institutionEducation
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
rioxxterms.typeOther
herts.preservation.rarelyaccessedtrue


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