By the same authors

From the same journal

From the same journal

Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects: Some comparative case studies in England

Research output: Contribution to journalArticle

Standard

Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects : Some comparative case studies in England. / Bennett, Judith; Lubben, Fred; Hampden-Thompson, Gillian.

In: International Journal of Science Education, Vol. 35, No. 4, 03.2013, p. 663-689.

Research output: Contribution to journalArticle

Harvard

Bennett, J, Lubben, F & Hampden-Thompson, G 2013, 'Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects: Some comparative case studies in England', International Journal of Science Education, vol. 35, no. 4, pp. 663-689. https://doi.org/10.1080/09500693.2011.641131

APA

Bennett, J., Lubben, F., & Hampden-Thompson, G. (2013). Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects: Some comparative case studies in England. International Journal of Science Education, 35(4), 663-689. https://doi.org/10.1080/09500693.2011.641131

Vancouver

Bennett J, Lubben F, Hampden-Thompson G. Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects: Some comparative case studies in England. International Journal of Science Education. 2013 Mar;35(4):663-689. https://doi.org/10.1080/09500693.2011.641131

Author

Bennett, Judith ; Lubben, Fred ; Hampden-Thompson, Gillian. / Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects : Some comparative case studies in England. In: International Journal of Science Education. 2013 ; Vol. 35, No. 4. pp. 663-689.

Bibtex - Download

@article{1738398f7e2542118c74df65664202af,
title = "Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects: Some comparative case studies in England",
abstract = "This paper presents the findings of the qualitative component of a combined methods research study that explores a range of individual and school factors that influence the uptake of chemistry and physics in post-compulsory study in England. The first phase involves using the National Pupil Database to provide a sampling frame to identify four matched pairs of high-uptake and low-uptake schools by salient school factors. Case studies of these eight schools indicate that students employ selection strategies related to their career aspirations, their sense of identity and tactics, and their prior experience. The school factors influencing subject choice relate to school management, student support and guidance, and student empowerment. The most notable differences between students in high-uptake and low-uptake schools are that students in high-uptake schools appear to make a proactive choice in relation to career aspirations, rather than a reactive choice on the basis of past experience. Schools with a high uptake offer a diverse science curriculum in the final two years of compulsory study, set higher examination entry requirements for further study and, crucially, provide a range of opportunities for students to interact with the world of work and to gain knowledge and experience of science-related careers.",
author = "Judith Bennett and Fred Lubben and Gillian Hampden-Thompson",
year = "2013",
month = "3",
doi = "10.1080/09500693.2011.641131",
language = "English",
volume = "35",
pages = "663--689",
journal = "International Journal of Science Education",
issn = "0950-0693",
publisher = "Taylor and Francis Ltd.",
number = "4",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects

T2 - Some comparative case studies in England

AU - Bennett, Judith

AU - Lubben, Fred

AU - Hampden-Thompson, Gillian

PY - 2013/3

Y1 - 2013/3

N2 - This paper presents the findings of the qualitative component of a combined methods research study that explores a range of individual and school factors that influence the uptake of chemistry and physics in post-compulsory study in England. The first phase involves using the National Pupil Database to provide a sampling frame to identify four matched pairs of high-uptake and low-uptake schools by salient school factors. Case studies of these eight schools indicate that students employ selection strategies related to their career aspirations, their sense of identity and tactics, and their prior experience. The school factors influencing subject choice relate to school management, student support and guidance, and student empowerment. The most notable differences between students in high-uptake and low-uptake schools are that students in high-uptake schools appear to make a proactive choice in relation to career aspirations, rather than a reactive choice on the basis of past experience. Schools with a high uptake offer a diverse science curriculum in the final two years of compulsory study, set higher examination entry requirements for further study and, crucially, provide a range of opportunities for students to interact with the world of work and to gain knowledge and experience of science-related careers.

AB - This paper presents the findings of the qualitative component of a combined methods research study that explores a range of individual and school factors that influence the uptake of chemistry and physics in post-compulsory study in England. The first phase involves using the National Pupil Database to provide a sampling frame to identify four matched pairs of high-uptake and low-uptake schools by salient school factors. Case studies of these eight schools indicate that students employ selection strategies related to their career aspirations, their sense of identity and tactics, and their prior experience. The school factors influencing subject choice relate to school management, student support and guidance, and student empowerment. The most notable differences between students in high-uptake and low-uptake schools are that students in high-uptake schools appear to make a proactive choice in relation to career aspirations, rather than a reactive choice on the basis of past experience. Schools with a high uptake offer a diverse science curriculum in the final two years of compulsory study, set higher examination entry requirements for further study and, crucially, provide a range of opportunities for students to interact with the world of work and to gain knowledge and experience of science-related careers.

UR - http://www.scopus.com/inward/record.url?scp=84873941319&partnerID=8YFLogxK

U2 - 10.1080/09500693.2011.641131

DO - 10.1080/09500693.2011.641131

M3 - Article

VL - 35

SP - 663

EP - 689

JO - International Journal of Science Education

JF - International Journal of Science Education

SN - 0950-0693

IS - 4

ER -