Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • Chapter 11 - Implementation of Interventions to Promote School Readiness

  • from Part III - Preparing for Effective Implementation:
  • Edited by Barbara Kelly, University of Strathclyde, Daniel F. Perkins, Pennsylvania State University
  • Book:
    Handbook of Implementation Science for Psychology in Education
    Published online:
    05 November 2012
    Print publication:
    20 August 2012, pp 184-204

  • Summary

    This chapter considers the background against which evidence-based initiatives have been introduced into education and science education. There has been considerable debate over the last fifteen years about the nature of educational research and a drive to improve its quality through adoption of a more scientific approach. Systematic reviews have been proposed as a key early step that can be taken towards improving educational research. The Science Review Group at York has undertaken systematic reviews in three areas: the impact on students of the use of context-based and science-technology society (STS) approaches to the teaching of science, the use and effects of small group discussion work in science teaching, and the impact of information and communication technology (ICT) on science teaching. The chapter focuses on the findings of the reviews undertaken in the first two of these areas.