Please use this identifier to cite or link to this item:
http://bura.brunel.ac.uk/handle/2438/10427
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | McCormack, L | - |
dc.contributor.author | Finlayson, OE | - |
dc.contributor.author | McCloughlin, TJJ | - |
dc.date.accessioned | 2015-03-17T15:37:24Z | - |
dc.date.available | 2014-01-01 | - |
dc.date.available | 2015-03-17T15:37:24Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | International Journal of Science Education, 2014, 36 (17), pp. 2892 - 2917 (26) | en_US |
dc.identifier.issn | 0950-0693 | - |
dc.identifier.uri | http://bura.brunel.ac.uk/handle/2438/10427 | - |
dc.description | This article has been made available through the Brunel Open Access Publishing Fund. | - |
dc.description.abstract | In the Irish education system, there is little continuity between the primary and secondary education systems. The transfer between these systems is particularly problematic in the area of science. In order to alleviate some of these problems, as well as to enhance the cognitive development of students, the Cognitive Acceleration through Science Education programme was adapted for use and implemented across the primary–secondary school transition in Ireland. The programme was delivered in a variety of ways across the two levels, including the teacher and researcher teaching the programmes individually and team-teaching arrangements. The results on cognitive development measures showed that the students who were taught the programme in primary and secondary school made significant gains, when compared to the non-intervention group. There were also gains evident for students who only received one part of the programme (i.e. in either primary or secondary school). The greater gains, in terms of effect size, were evident at secondary school. The rationale, methodology and results are detailed in this paper. | en_US |
dc.format.extent | 2892 - 2917 (26) | - |
dc.format.extent | 2892 - 2917 (26) | - |
dc.language | English | - |
dc.language.iso | en | en_US |
dc.publisher | Routledge Journals, Taylor & Francis Ltd. | en_US |
dc.subject | Social Sciences | en_US |
dc.subject | Education & Educational Research | en_US |
dc.subject | Cognitive acceleration | en_US |
dc.subject | Primary school | en_US |
dc.subject | Secondary school | en_US |
dc.subject | Higher-order thinking | en_US |
dc.subject | Longitudinal study | en_US |
dc.subject | Quantitative research | en_US |
dc.title | The CASE Programme Implemented Across the Primary and Secondary School Transition in Ireland | en_US |
dc.type | Article | en_US |
dc.identifier.doi | http://dx.doi.org/10.1080/09500693.2014.938711 | - |
dc.relation.isPartOf | INTERNATIONAL JOURNAL OF SCIENCE EDUCATION | - |
dc.relation.isPartOf | INTERNATIONAL JOURNAL OF SCIENCE EDUCATION | - |
pubs.issue | 17 | - |
pubs.issue | 17 | - |
pubs.publication-status | Published | - |
pubs.publication-status | Published | - |
pubs.volume | 36 | - |
pubs.volume | 36 | - |
pubs.organisational-data | /Brunel | - |
pubs.organisational-data | /Brunel/Brunel Staff by College/Department/Division | - |
pubs.organisational-data | /Brunel/Brunel Staff by College/Department/Division/College of Business, Arts and Social Sciences | - |
pubs.organisational-data | /Brunel/Brunel Staff by College/Department/Division/College of Business, Arts and Social Sciences/Dept of Education | - |
pubs.organisational-data | /Brunel/Brunel Staff by College/Department/Division/College of Business, Arts and Social Sciences/Dept of Education/Education | - |
Appears in Collections: | Publications Brunel OA Publishing Fund |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
FullText.pdf | 408.53 kB | Adobe PDF | View/Open |
Items in BURA are protected by copyright, with all rights reserved, unless otherwise indicated.