Tomei, A;
Dillon, J;
Dawson, E;
(2014)
United Kingdom: An example of the impact of high stakes accountability regimes on STEM education.
In:
The Age of STEM: Educational policy and practice across the world in Science, Technology, Engineering and Mathematics.
(pp. 161-177).
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Abstract
In this chapter we focus on science, technology, engineering and mathematics (STEM) education in the United Kingdom. We examine government policy and describe various strategies and programmes that have been designed and implemented with a view to improving the system. The UK, and particularly England, provides a case study of high stakes accountability regimes. Root and branch reforms have seen major changes in curriculum and assessment at a number of levels as well as an attempt to impose a national pedagogic strategy.
| Type: | Book chapter |
|---|---|
| Title: | United Kingdom: An example of the impact of high stakes accountability regimes on STEM education |
| ISBN-13: | 9781317663669 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.4324/9781315767512 |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Maths and Physical Sciences UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Maths and Physical Sciences > Dept of Science and Technology Studies |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1542573 |
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