A randomised controlled trial (RCT) and a series of case studies were used to determine the impact of two variants of an intervention (a professional development programme) aimed at improving primary school science teachers’ subject and pedagogic content knowledge, and enhancing their subject leadership ability. Ninety-six schools were randomly assigned to full or partial treatment groups or a ‘business-as-usual’ control group. Quantitative data were collected from teachers and pupils through an assessment of scientific knowledge based on standardised assessment items. Qualitative data were collected through interviews and lesson observation initially in thirty case study schools. There were three data collection points: pre- and post-intervention, and one year later.
University of Lincoln, College of Social Science Research
Judith Bennett, University of York, Department of Education
Prof Ian Abrahams, University of Lincoln, School of Education
Louise Elliott, University of York, York Trials Unit
Maria Turkenburg-van Diepen, University of York, Department of Education