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HopwoodStephens 2018a.pdf (2.94 MB)
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HopwoodStephens 2018b.pdf (6.66 MB)
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HopwoodStephens and McMahon 2019.docx (69.71 kB)
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Step 1_4.3.1.1.1_ International downloads by country.docx (15.88 kB)
.DOCX
Step 1_4.3.1.2_UK total downloads by county and month.docx (49.4 kB)
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Step 1_4.3.2.3_table to show dissemination events by location date and est audience.docx (18.73 kB)
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Step 2_5.2.2.4a_Rationale for survey questions.xlsx (27.73 kB)
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Step 2_5.2.2.4b_Table to show online survey qs and links to RQs.docx (15.96 kB)
PRESENTATION
Step 2_5.2.2.5_User flow diagram for online survey.pptx (36.59 kB)
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Step 2_5.2.2.6_User feedback on pilot survey.pdf (1014.26 kB)
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Step 2_5.2.2.7_Expert panel review feedback exemplar.pdf (785.95 kB)
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Step 2_5.4.4.1_Statements for impact upon assessment practice in the online survey.docx (13.38 kB)
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Step 2_5.5.5_Excerpt from SPSS output files.spv (121.57 kB)
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Step 3_6.3.1_Documentary analysis recording sheet.xlsx (12.55 kB)
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Step 3_6.3.2.1_Rationale for interview questions for each schedule type.xlsx (29.31 kB)
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Step 3_6.3.2.2_Communication style definitions from Harris and Nelson 2008.docx (13.24 kB)
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Step 3_6.4_Exemplar page of a coded transcript.pdf (764.05 kB)
.DOCX
Step 3_6.5.2_Exemplar interview schedule with prompts for Class Teachers.docx (30.21 kB)
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Step 3_6.5.3a_Informed Consent Form_Jan-Mar2018.doc (55 kB)
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Step 3_6.5.3b_Information sheet for interview participants_Jan-Mar2018.docx (26.2 kB)
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How is a resource for changing teachers' assessment practice in primary science successfully disseminated, shared and enacted within a primary school? (PhD Thesis) - Appendices

Version 2 2023-03-30, 09:26
Version 1 2019-11-27, 14:35
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posted on 2023-03-30, 09:26 authored by ISABEL HOPWOOD-STEPHENS

These documents have been uploaded as the Appendices for the thesis. They are labelled according to the step of the three-step mixed methods study that they pertain to. They should be viewed in conjunction with the main thesis, linked to below under 'References'.


Abstract: Many researchers in the field of education aim to inform and improve the pedagogical practice of in-service practitioners through the successful dissemination of their research outputs. Commonly used modes for dissemination include online availability and face-to-face presentation. It is not known which dissemination modes are most effective for a research team, nor what social learning opportunities, characteristics within a teacher workforce, or wider workplace factors might influence how practitioners respond to and engage with such research outputs. This three-part mixed methods study addresses these wider issues through the evaluation of the dissemination of the TAPS pyramid, a resource designed to help primary practitioners to evaluate and improve their assessment practice in primary science. It is situated within sociocultural assumptions of learning as a socially constructed process and draws upon King’s (2003) three levels of dissemination activity as a theoretical framework. Quantitative analyses of download and dissemination event data demonstrate a positive interaction between both online dissemination and dissemination by event; analyses of survey data show variation in engagement with the resource based on job role and experience; expansive workplace characteristics are shown to be significantly linked to reports of whole school use; transactional communication is shown to enable the transfer of new knowledge; and informal learning contacts are valued by participants. The findings are used to elaborate King’s model of dissemination by specifying the activities, inhibitors and enablers of dissemination for action. It is concluded that dissemination of research outputs is facilitated by interactive communication at each stage, entails formal and informal learning opportunities, and its success can be enhanced by the evaluative and leadership skills of the knowledge broker, as well as the wider characteristics of the school as a workplace.

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Primary Science Teaching Trust

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