'Bridging work' and its role in improving progression and continuity: An example from science education

British Educational Research Journal

Volumn 33, Issue 6, 2007, Pages 905-926

  Braund, Martin ^a  

^a UNIVERSITY OF YORK   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 36348959583     PISSN: 01411926     EISSN: 14693518     Source Type: Journal    
DOI: 10.1080/01411920701657025     Document Type: Article

References (56)

1. Anderson, L. W., Jacobs, J., Schramm, S. & Splittberger, F. (2000) School transitions: beginning of the end or a new beginning? International Journal of Educational Research, 33, 325-339.
2. Archenhold, F., Bell, J., Donnelly, J., Johnson, J. & Welford, G. (1988) Science at age 15: a review of APU survey findings 1980-1984 (London, HMSO).
3. Austin, R., Holding, B., Bell, J. & Daniels, S. (1991) Patterns and relationships in school science. Assessment matters, No.7 (London, Schools Examinations and Assessment Council).
4. Bennett, J., Hogarth, S. & Lubben, F. (2003) A systematic review of the effects of context-based and Science-Technology-Society (STS) approaches in the teaching of secondary science, in: Research Evidence in Education Library (London, EPPI-Centre, Social Science Research Unit, Institute of Education).
5. Bishop, K. & Denley, P. (2003) Primary-secondary transfer: innovative projects to ease transition, Education in Science, 202, 8-10.
6. Black, P. & Wiliam, D. (1998) Inside the black box: raising standards through classroom assessment (London, School of Education, King's College, University of London).
7. Black, P. & Wiliam, D. (2002) Working inside the black box: assessment for learning in the classroom (London, School of Education, King's College, University of London).
8. Braund, M. (2002) STAYing the course: smoothing the transfer from Key Stage 2 to Key Stage 3, Education in Science, 197, 28-29.
9. Braund, M. (2003) Bridging work in science and progression in performance on scientific enquiry tasks. STAY Project Research Briefing No.1 (York, Department of Educational Studies, University of York).
10. Braund, M. & Driver, M. (2005) Pupils' perceptions of practical science in primary and secondary school: implications for improving progression and continuity of learning, Educational Research, 47(1), 77-91.
11. Braund, M. & Hames, V. (2005) Improving progression and continuity from primary to secondary science: pupils' reactions to bridging work, International Journal of Science Education, 27(7), 781-801.
12. Braund, M., Crompton, Z., Driver, M. & Parvin, J. (2003) Bridging the key stage gap in science, School Science Review, 85(310), 117-123.
13. Bunyan, P. (1998) Comparing pupil performance in Key Stages 2 and 3 science SATs, School Science Review, 79(289), 85-87.
14. Campbell, B., Lazonby, J., Millar, R. & Smith, S. (1990) Science, the Salters' approach. Books 1-4 (Oxford, Heinemann).
15. Coe, R. (2002) It's the effect size, stupid: what effect size is and why it is important, paper presented at the British Educational Research Association annual conference, Exeter, 12-14 September 2002. Available online at: http://www.leeds.ac.uk/educol/documents/00002182.htm (accessed 4 February 2005).
16. Cohen, J. (1969) Statistical power analysis for the behavioural sciences (New York, Academic Press).
17. Davies, D. & McMahon, K. (2004) A smooth trajectory: developing continuity and progression between primary and secondary science education through a jointly-planned projectiles project, International Journal of Science Education, 26(8), 1009-1021.
18. Department for Education and Employment/Qualifications and Curriculum Authority (DfEE/ QCA) (1999) Science: the National Curriculum for England (London, DfEE/QCA).
19. Department for Education and Skills (DfES) (2002a) Key Stage 3 National Strategy: Framework for teaching science: years 7, 8 and 9 (London, DfES).
20. Department for Education and Skills (DfES) (2002b) Research and statistics gateway. Key summary statistics for LEAs. Available online at: www.dfes.gov.uk/rsgateway/LEAS/811.shtml (accessed 2 March 2005).
21. Department for Education and Skills (DfES) (2004) Key Stage 3 strategy training materials: Module 1 Assessment for learning in everyday lessons (London, Department for Education and Skills).
22. Department for Education and Skills (DfES) (2005) Research and statistics gateway: trends in education and skills. Available online at: www.dfes.gov.uk/trends/ (accessed 4 January 2005).
23. Department of Education and Science/Welsh Office (DES/WO) (1985) Science 5-16: a statement of policy (London, HMSO).
24. Doyle, L. & Hetherington, N. (1998) Learning progression across the primary/secondary divide, All-in Success (Journal of the Centre for the Study of Comprehensive Schools, CSCS), 9(2), 9-12.
25. Galton, M. (2002) Continuity and progression in science teaching at Key Stages 2 and 3, Cambridge Journal of Education, 32(2), 250-265.
26. Galton, M., Gray, J. & Ruddock, J. (1999) The impact of school transitions and transfers on pupil progress and attainment Research Report RR 131 (London, Department for Education and Employment).
27. Galton, M., Gray, G. & Ruddock, J. (2003a) Transfer and transitions in the middle years of schooling, 7-14: continuities and discontinuities in learning (Nottingham, Department for Education and Skills).
28. Galton, M., Hargreaves, L. & Pell, T. (2003b) Progress in the middle years of schooling: continuities and discontinuities at transfer, Education 3-13, June, 9-18.
29. Glass, G. V., McGaw, B. & Smith, M. L. (1981) Meta-analysis in social research (London, Sage).
30. Gorwood, B. (1994) Primary-secondary transfer after the National Curriculum, in: R. Moon & A. S. Mayes (Eds) Teaching and learning in the secondary school (London, Routledge).
31. Hall, I., Lin, M., Smith, P. & Todd, L. (2001) Beacon Council Research-Round 3 Theme Report. Transition in education: transition between key stages in schools (Newcastle, Department of Education, University of Newcastle-upon-Tyne).
32. Hargreaves, L. & Galton, M. (2002) Transfer from the primary classroom: 20 years on (London, RoutledgeFalmer).
33. Harlen, W. (1998) The last ten years; the next ten years, in: R. Sherrington (Ed.) ASE guide to primary science (Hatfield, Association for Science Education and Stanley Thornes).
34. House of Commons Education Committee (1995) Fourth Report: Science and technology in schools (London, HMSO).
35. Jarman, R. (1993) Real experiments with Bunsen burners: pupils' perceptions of the similarities and differences between primary science and secondary science, School Science Review, 74(268), 19-29.
36. Jarman, R. (1997) Fine in theory: a study of primary-secondary continuity in science, prior and subsequent to the introduction of the Northern Ireland Curriculum, Educational Research, 39(3), 291-310.
37. Keogh, B. & Naylor, S. (1999) Concept cartoons, teaching and learning in science: an evaluation, International Journal of Science Education, 21(4), 431-446.
38. Lee, B., Harris, S. & Dickson, P. (1995) Continuity and progression 5-16: developments in schools (Slough, National Foundation for Educational Research/Nelson).
39. Lipsey, M. W. & Wilson, D. B. (1993) The efficacy of psychological, educational and behavioural treatment: confirmation from meta-analysis, American Psychologist, 48(12), 1181-1209.
40. Nicholls, G. & Gardner, J. (1999) Pupils in transition: moving between key stages (London, Routledge).
41. Nott, M. & Wellington, J. (1999) The state we're in: issues in Key Stage 3 and 4 science, School Science Review, 81(294), 13-18.
42. Office for Standards in Education (Ofsted) (2002) Changing schools: an evaluation of effectiveness of transfer arrangements at age 11 (London, Ofsted).
43. Office for Standards in Education (Ofsted) (2004) The Key Stage 3 strategy: evaluation of the third year (London, Ofsted).
44. Parliamentary Office of Science and Technology (2003) Primary science (London, Parliamentary Office of Science and Technology).
45. Peacock, G. (1999) Continuity and progression between key stages in science, paper presented to the annual conference of the British Educational Research Association, University of Sussex, 2-5 September.
46. Pietarinen, J. (2000) Transfer to and study at secondary school in Finnish school culture: developing schools on the basis of pupils' experiences, International Journal of Educational Research, 33, 383-400.
47. Pointon, P. (2000) Students' views of environments for learning from primary to secondary school, International Journal of Educational Research, 33, 375-382.
48. Qualifications and Curriculum Authority (QCA) (2002) Transition units (English and mathematics) (London, Qualifications and Curriculum Authority).
49. Russell, T., Black, P., Harlen, W., Johnson, S. & Palacio, D. (1988) Science at age 11: a review of APU survey findings 1980-1984 (London, HMSO).
50. Schagen, S. & Kerr, D. (1999) Bridging the gap? The National Curriculum and progression from primary to secondary school (Slough, National Foundation for Educational Research).
51. Scharf, P. F. & Schibeci, R. A. (1990) The influence of a 'transition science' unit on student attitudes, Research in Science and Technological Education, 8, 79-88.
52. Schofield, B., Bell, J., Black, P., Johnson, J., Murphy, P., Quaker, A. & Russell, T. (1988) Science at age 13: a review of APU survey findings 1980-1984 (London, HMSO).
53. Secondary Science Curriculum Review (SSCR) (1987) Better science: building primary-secondary links (London, Heinemann).
54. Suffolk County Council: Education Department (1996) A report of an investigation into what happens when pupils transfer into their next schools at ages of 9, 11 and 13 (Suffolk County Council).
55. Suffolk County Council: Education Department (2002) Transfer Review 2001 Annex C: Summary of the findings for science (Suffolk County Council).
56. Tickle, L. (1985) From class teacher to specialist teachers: curricular continuity and school organisation, in: R. Derricott (Ed.) Curriculum continuity: primary to secondary (Windsor, NFER/Nelson).