With underlying themes such as pupils' interest in science and their motivation to learn; how pupils learn science; the type of science currently being taught in school; and the value of educational research; the book includes chapters on: the improvement process planning for progression and continuity promoting pupils' learning dealing with differences making use of information from assessment learning about the nature of science
This timely book will be of interest to practising science teachers, particularly those who are working to improve the management of science departments or their own teaching practice. It will also be a valuable resource for science education researchers and students on higher degree courses in science education.
Issues discussed include the attitudes of political parties in the UK to the company, the rise of the non-executive director, institutional activism and stakeholder protection, and the evolution of the nexus of contracts theory of the company. There is also a strong comparative theme, with discussions of the political and sociological context of corporate governance in France, Germany, and Japan, together with developments at the European level.
Much of the work covered is undepinned by areas of educational research such as educational theory and psychology and sociology of education. Information on the requirements of the national curriculum and on post-16 science courses is given and includes a number of assessment techniques for the problematic area of assessing science attainment target 1.