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Shayer, Michael – School Science Review, 1978
Assesses the physics, chemistry and biology content of the Nuffield Combined Science Course used in British schools by experimental testing to children's understanding of the course. A model by which the pupils' achievement is mapped to an estimate of their maximum Piagetian level of thinking is presented. (HM)
Descriptors: Achievement, Cognitive Development, Curriculum Development, Educational Research

Flecknoe, Mervyn – Journal of In-service Education, 2000
Describes the evaluation of a British continuing teacher professional development program that focused on school improvement, school effectiveness, and action research. Teachers participated in the professional development, then conducted interventions in their schools to raise student achievement and evaluated program success using action…
Descriptors: Academic Achievement, Action Research, Cognitive Development, Continuing Education
Nichol, Jon; Turner-Bisset, Rosie – Journal of In-service Education, 2006
The English government has focused upon a pattern of professional development that involves demonstration and modelling as a key element in the improvement of the teaching of 11-14 year olds (Key Stage 3 strategy). From 1997 the Nuffield Primary History Project (NPHP) has implemented a programme for the professional development of teachers built…
Descriptors: Apprenticeships, Professional Development, Educational Change, Instructional Effectiveness
Evangelou, Maria; Sylva, Kathy – Early Childhood Research & Practice, 2007
Efforts to improve the educational achievement of children, especially those from disadvantaged backgrounds, are at the heart of current government policies in the United Kingdom. The Peers Early Education Partnership (PEEP) is an intervention that, since 1995, has worked directly with parents and caregivers of children from infancy to 5 years of…
Descriptors: Foreign Countries, Early Childhood Education, Program Evaluation, Disadvantaged Youth