A Case Study of the Benefits of the Science Learning Partnerships in Early Years and Primary Education in England

Autor/inn/en	Outhwaite, Deborah Emily; Banham, Jane; Cummings, Anna
Titel	A Case Study of the Benefits of the Science Learning Partnerships in Early Years and Primary Education in England
Quelle	In: Education Sciences, 12 (2022), Artikel 107 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Outhwaite, Deborah Emily)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Case Studies; Partnerships in Education; Leadership Training; STEM Education; Preschool Education; Elementary School Students; Faculty Development; Elementary School Teachers; Preschool Teachers; Networks; Feedback (Response); Teacher Attitudes; Teacher Leadership; Foreign Countries; Science Programs; COVID-19; Pandemics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Hochschulpartnerschaft; Führungslehre; STEM; Pre-school education; Vorschulerziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrerverhalten; Lehrerfunktionsstelle; Ausland
Abstract	This paper charts the recent history of the STEM Learning UK contracts with local Science Learning Partnerships (SLPs) and identifies what leadership has been made available to support the Early Years and Primary school sector. A case study approach is taken using 'Super SLP' hubs in England. Curriculum Hubs exist in core subject areas such as maths, English, science and computing. They have recently been expanded to include Behaviour Hubs. This forms the current DfE strategy of Teaching School Hubs (TSHs), i.e., to offer system support and a full career-length support for all stages of teacher-career and leadership development. This paper charts the changes to the Early Years (EY) and Primary teacher support networks, in science particularly, and examines what they provide and how this can be improved, and discusses, through session evaluation and feedback, what teachers have appreciated the most. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11