Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects: Some Comparative Case Studies in England

Autor/inn/en	Bennett, Judith; Lubben, Fred; Hampden-Thompson, Gillian
Titel	Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects: Some Comparative Case Studies in England
Quelle	In: International Journal of Science Education, 35 (2013) 4, S.663-689 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.641131
Schlagwörter	Foreign Countries; Physical Sciences; Chemistry; Physics; Course Selection (Students); Case Studies; Schools; Occupational Aspiration; School Administration; Pupil Personnel Services; Student Empowerment; Student Experience; Science Curriculum; Science Careers; Influences; Self Concept; Institutional Characteristics; Compulsory Education; Mixed Methods Research; Grounded Theory; Interviews; Focus Groups; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Natural sciences; Naturwissenschaften; Naturwissenschaft; Chemie; Physik; Course selection; Student; Students; Kurswahl; Case study; Fallstudie; Case Study; School; Schule; Berufsneigung; Berufsziel; Studienberechtigung; Studienerfahrung; Influence; Einfluss; Einflussfaktor; Selbstkonzept; Schulpflicht; Interviewing; Interviewtechnik
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. (Contains 6 notes and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10