A Value-Added Study of the Impact of Science Curriculum Reform Using the National Pupil Database

Autor/inn/en	Bell, Jacqueline; Donnelly, Jim; Homer, Matt; Pell, Godfrey
Titel	A Value-Added Study of the Impact of Science Curriculum Reform Using the National Pupil Database
Quelle	In: British Educational Research Journal, 35 (2009) 1, S.119-135 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Educational Policy; Curriculum Development; Recognition (Achievement); Academic Achievement; Educational Change; Databases; Technology; Science Curriculum; Foreign Countries; Science Achievement; Statistical Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Soziale Anerkennung; Schulleistung; Bildungsreform; Datenbank; Technologie; Ausland; Statistische Analyse; Großbritannien
Abstract	This article compares the examination performance of students following General Certificate of Secondary Education Applied Science and Double Award science on a value-added basis. It uses data from the National Pupil Database, which are analysed by a variety of methods, including multilevel modelling. It argues that the claims made within Office for Standards in Education reports on the impact of the new Applied Science course are inaccurate, and in some cases positively wrong. The authors' analysis, based on the second (2003-05) cohort of students following the course, shows that students of lower attainment at Key Stage 3 appear to perform better than would have been predicted from their Key Stage 3 attainment, but that higher attaining pupils perform less well. Schools offering Applied Science show greater diversity in the value-added effects they produce than they do with Double Award science. The article argues that analyses of this kind are of value in seeking to understand the impact of curriculum reform, but that they are dangerous as a generalized guide for policy. They must be complemented by work in schools in which the sources of the effects observed and of school diversity are examined. (Contains 6 tables, 1 figure and 16 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10