Getting practical - Research Database, The University of York

By the same authors

Mixed methods, mixed outcomes? Combining an RCT and case studies to research the impact of a training programme for primary school science teachers
Bennett, J. M., Hanley, P. M., Abrahams, I. Z., Turkenburg, M. G. W. & Elliott, L., 4 Mar 2019
Article in International Journal of Science Education
Students’ Knowledge Acquisition and Ability to Apply Knowledge into Different Science Contexts in Two Different Independent Learning Settings.
Cukurova, M., Bennett, J. M. & Abrahams, I. Z., Jan 2018
Article in Research in Science and Technological Education
Impacts of Professional Development on the Primary Science Classroom : Qualitative Comparisons
Brown, E., Bennett, J., Hanley, P., Turkenburg, M. G. W., Rudd, P. & Abrahams, I. Z., Apr 2015, University of York, Department of Education. 25 p.
Research output: Book/Report › Commissioned report
Evaluation of the impact of a continuing professional development (CPD) course for primary science specialists. Final Report to the Wellcome Trust
Abrahams, I. Z., Bennett, J., Cheung, A., Elliott, L., Hanley, P., Oberio, Z., Rudd, P., Slavin, R. & Turkenburg, M., Apr 2015, University of York, Department of Education. 95 p.
Research output: Book/Report › Commissioned report
Evaluation of the National STEM Centre Annual Report. Report commissioned by the Gatsby Charitable Foundation. York: University of York, Department of Education.
Bennett, J., Abrahams, I. Z., Braund, M. R., Ellison, S., Gallimore, V., Lubben, F. & Sharpe, R. M., 2013, University of York, Department of Education. 91 p.
Research output: Book/Report › Commissioned report

From the same journal

Science practical work in a COVID-19 world: are teacher demonstrations, videos and textbooks effective replacements for hands-on practical activities?
Moore, A., Fairhurst, P., Correia, C., Harrison, C. & Bennett, J., 15 Sep 2020
Article in School Science Review
Rethinking science education: meeting the challenge of ‘science for all’
Millar, R., Jun 2012
Article in School Science Review
Untangling what teachers mean by the motivational value of practical work
Abrahams, I. Z. & Sharpe, R., Dec 2010
Article in School Science Review
Increasing participation in science beyond GCSE: The impact of Twenty First Century Science
Millar, R., 2010
Article in School Science Review

Getting practical: the evaluation

Research output: Contribution to journal › Article

Author(s)

Ian Zoller Abrahams
M. Reiss
Rachael Sharpe

Department/unit(s)

Education

Publication details

Journal	School Science Review
Date	Published - Sep 2011
Issue number	342
Volume	93
Number of pages	8
Pages (from-to)	37-44
Original language	English

Research areas

Getting Practical, Evaluation

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By the same authors

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

Students’ Knowledge Acquisition and Ability to Apply Knowledge into Different Science Contexts in Two Different Independent Learning Settings.

Impacts of Professional Development on the Primary Science Classroom : Qualitative Comparisons

Evaluation of the impact of a continuing professional development (CPD) course for primary science specialists. Final Report to the Wellcome Trust

Evaluation of the National STEM Centre Annual Report. Report commissioned by the Gatsby Charitable Foundation. York: University of York, Department of Education.

From the same journal

Science practical work in a COVID-19 world: are teacher demonstrations, videos and textbooks effective replacements for hands-on practical activities?

Rethinking science education: meeting the challenge of ‘science for all’

Untangling what teachers mean by the motivational value of practical work

Increasing participation in science beyond GCSE: The impact of Twenty First Century Science

Getting practical: the evaluation

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Author(s)

Department/unit(s)

Publication details

Research areas

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