Science in primary schools: An investigation into differences in the attainment and attitudes of pupils across schools

Research in Science and Technological Education

Volumn 15, Issue 2, 1997, Pages 149-159

  Tymms, Peter ^a  

^a DURHAM UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0008985964     PISSN: 02635143     EISSN: 14701138     Source Type: Journal    
DOI: 10.1080/0263514970150202     Document Type: Article

References (27)

1. Aitkin, M., and Longford, N., 1986. Statistical Modelling Issues in School Effectiveness Studies, Lancaster: University of Lancaster, Centre for Applied Statistics.
2. Cooper, H., Nye, B., Charlton, K., Lindsay, J., and Greathouse, S., 1996. The effects of summer vacation on achievement test scores: a narrative and meta‐analytical review. Review of Educational Research, 66: 227–168.
3. Fitz‐Gibbon, C.T., 1992. The design of indicator systems‐‐the role of education in universities, and the role of inspectors/advisers: a discussion and a case study. Research Papers in Education‐‐policy and practice, 7: 271–300.
4. Fitz‐Gibbon, C.T., 1995a. Monitoring Education: indicators, quality and effectiveness, London: Cassell.
5. Fitz‐Gibbon, C.T., 1996b. The value‐added national project: issues to be considered in the design of a national value‐added system, London: School Curriculum and Assessment Authority.
6. Garner, C.L., and Raudenbush, S.W., 1991. Neighbourhood effects on educational attainment: a multilevel analysis. Sociology of Education, 64: 251–262.
7. Goldstein, H., 1987. Multi‐level models in Educational and Social Research, London: Griffin.
8. Goldstein, H., 1995. MLn Software for the Analysis of Hierarchical Data, London: Institute of Education.
9. Hill, P., 1995. School effectiveness and improvement: inaugural professorial lecture, University of Melbourne.
10. Kelly, A., 1988. Getting the GIST: a quantitative study of the effects of girls into Science and Technology Project, Manchester: Department of Sociology, University of Manchester.
11. Marsh, H., 1993. Relations between global and specific domains of self: the importance of individual importance, certainty, and ideals. Journal of Personality and Social Psychology, 65: 975–992.
12. Powell, J.L., 1985. The Teacher's Craft, Edinburgh: SCRE Publications.
13. Preece, P.F.W., 1983. The qualitative principle of teaching. Science Education, 6: 69–73.
14. Scheerens, J., 1992. Effective Schooling: research, theory and practice, London: Cassell.
15. Shavelson, R.J., Hubner, JJ., and Stanton, G.C., 1976. Self‐concept validation of construct interpretations. Review of Educational Research, 46: 407–441.
16. Spector, P.E., 1992. Summated Rating Scale Construction. Quantitative Applications in the Social Sciences, Edited by: Lewis‐Beck, M. S., Newbury Park, CA: Sage.
17. Stringfield, S., and Teddlie, C., 1990. School improvement efforts: qualitative and quantitative data from four naturally occurring experiments in phases III and IV of the Louisiana School Effectiveness Study. School Effectiveness and School Improvement, 1: 139–161.
18. Tymms, P.B., 1990. Can indicator systems improve the effectiveness of science and mathematics education? The case of the UK. Evaluation and Research in Education, 4: 1–73.
19. Tymms, P., 1996a. The Value Added National Project Second Primary Technical Report: an analysis of the 1991 Key Stage 1 data linked to the 1995 KS2 data provided by Avon LEA, London: School Curriculum and Assessment Authority.
20. Tymms, P.B., 1996b. Value‐added Key Stage 1 to Key Stage 2: Third primary technical report, London: School Curriculum and Assessment Authority.
21. Tymms, P., 1996c. “ Theories, models and simulations: school effectiveness at an impasse ”. In Merging Traditions: the future of research on school effectiveness and school improvement, Edited by: Gray, J., Reynolds, D., Fitz‐Gibbon, C., and Jesson, D., 192London: Cassell.
22. Tymms, P.B., and Fitz‐Gibbons, C.T., 1995. Students at the front: using performance indicators for professional development. Educational Research, 37: 107–122.
23. Tymms, P.B., and Gallacher, S., 1995. Primary science: an exploration of differential classroom success. Research in Science & Technological Education, 13: 155–162.
24. Tymms, P.B., and Henderson, B., 1995. The Value Added National Project Technical Report: primary, London: School Curriculum and Assessment Authority.
25. Tymms, P.B., Merrell, C., and Henderson, B., 1997. The first year at school: a quantitative investigation of the attainment and progress of pupils. Educational Research and Evaluation, 3: 101–108.
26. Wang, M., Haertel, G.D., and Walberg, H J., 1993. Towards a knowledge base for school learning. Review of Educational Research, 63: 249–294.
27. Willms, J.D., 1987. Differences between Scottish educational authorities in their examinations attainment. Oxford Review of Education, 13: 211–232.