Zobrazeno 1 - 10
of 36
pro vyhledávání: '"Jim Ryder"'
Autor:
Jim Ryder
Publikováno v:
Revista Brasileira de Pesquisa em Educação em Ciências, Pp 1-12 (2017)
Teachers of science are constantly experiencing changing education policies that impact on their daily working lives, e.g. a national or state-wide requirement to teach about the nature of science, or a school-wide requirement to use student peer ass
Externí odkaz:
https://doaj.org/article/89c899d008d549abb93b80874b9a0fca
Publikováno v:
RESEARCH IN SCIENCE EDUCATION
In Sweden, a new curriculum and new methods of assessment (grading of students and national tests) in science education were introduced in grade six in 2012/2013. We have investigated what implications these reforms have for teachers’ teaching and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1a62fc2a3ba6baf272ed93ec5edde5fe
https://hdl.handle.net/1854/LU-8646428
https://hdl.handle.net/1854/LU-8646428
Publikováno v:
Games and culture (2019). doi:10.1177/1555412019853899
info:cnr-pdr/source/autori:Carlo Perrotta, Chris Bailey, Jim Ryder, Mata Haggis-Burridge, Donatella Persico/titolo:Games as (Not) Culture: A Critical Analysis of the Economic Agenda of Horizon 2020/doi:10.1177%2F1555412019853899/rivista:Games and culture/anno:2019/pagina_da:/pagina_a:/intervallo_pagine:/volume
Games and Culture, 15(8), 902-922. SAGE Publications
info:cnr-pdr/source/autori:Carlo Perrotta, Chris Bailey, Jim Ryder, Mata Haggis-Burridge, Donatella Persico/titolo:Games as (Not) Culture: A Critical Analysis of the Economic Agenda of Horizon 2020/doi:10.1177%2F1555412019853899/rivista:Games and culture/anno:2019/pagina_da:/pagina_a:/intervallo_pagine:/volume
Games and Culture, 15(8), 902-922. SAGE Publications
This article presents a critical examination of European policy in relation to gamification. We begin by describing how gamification “traveled” as an idea, evolving from controversial yet persuasive buzzword to legitimate policy priority. We then
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0837e32d77c9ddb892130ed472d7e758
Autor:
Jim Ryder
Publikováno v:
Proceedings of the 2019 AERA Annual Meeting.
Autor:
Jim Ryder, Matt Homer
Publikováno v:
International Journal of Science Education. 37:1364-1380
In 2006 in England an innovative suite of science qualifications for 14–16-year-olds called Twenty-First Century Science (21CS) was introduced. These qualifications have a strong focus on developing scientific literacy in all students whilst simult
Autor:
Jim Ryder, Indira Banner
Publikováno v:
International Journal of Science Education. 35:490-514
We examine teachers’ experiences of a major reform of the school science curriculum for 14–16-year olds in England. This statutory reform enhances the range of available science courses and emphasises the teaching of socio-scientific issues and t
Publikováno v:
Journal of Curriculum Studies. 44:577-598
This article uses the concept of ‘boundary object’, first developed within science studies by Star and Griesemer, to analyse curriculum policy implementation. It employs as a vehicle a significant but contested reform of the science curriculum in
Publikováno v:
British Educational Research Journal. :1-18
School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage
The use of national data sets to baseline science education reform: exploring value-added approaches
Publikováno v:
International Journal of Research & Method in Education. 34:309-325
This paper uses data from the National Pupil Database to investigate the differences in ‘performance’ across the range of science courses available following the 2006 Key Stage 4 (KS4) science reforms in England. This is a value-added exploration
Multiple Aims in the Development of a Major Reform of the National Curriculum for Science in England
Autor:
Jim Ryder, Indira Banner
Publikováno v:
International Journal of Science Education
International Journal of Science Education, Taylor & Francis (Routledge), 2010, pp.1. ⟨10.1080/09500693.2010.485282⟩
International Journal of Science Education, Taylor & Francis (Routledge), 2010, pp.1. ⟨10.1080/09500693.2010.485282⟩
International audience; In the context of a major reform of the school science curriculum for 14-16 year olds in England we examine the aims ascribed to the reform, the stakeholders involved and the roles of differing values and authority in its deve