Teachers' attempts to improve assessment practice in primary science are influenced by job role and teaching experience
Issue 15 | Page 57 | Published Aug 2018
Description
This article analyses quantitative data from an online survey of 96 teachers using the TAPS pyramid to show that changes in assessment practice vary across job role and teaching experience.
More from this issue
An approach used to explain differences in the motivation for science could be through the Empathizing-Systemizing (E-S) Theory, which states that...
This article examines science learning, experienced in a primary school, in light of theories of social constructivism and how they can illuminate...
While the proportion of unqualified practitioners varies according to setting, about a tenth of adults working in early years in England are...