Hannah Bartholomew
Datos Biográficos
| ID | 6155084 |
|---|---|
| NOMBRE | Hannah Bartholomew |
| NOMBRES | Hannah |
| APELLIDO | Bartholomew |
| FIRMA | BARTHOLOMEW H |
| AFILIACIONES | University of Auckland |
| VERIFICADO | No |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAS | 25 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2005 |
| ÍNDICE H | 3 |
Invisible and special
This paper reports on young women students’ participation in their undergraduate mathematics degree programme: their gendered trajectory is characterized in terms of their being both ‘invisible’ in the dominant university mathematics community and yet ‘special’ in their self‐conception. It draws on data collected from a three‐year longitudinal project investigating students’ experiences of undergraduate mathematics at two comparable traditional u…
Evidence‐based practice in science education
One aim of the Evidence‐based Practice in Science Education (EPSE) Network was to obtain a better understanding of the extent to which practitioners in science education recognise and make use of research findings in the course of their normal practice. The aim was realised through an interview and focus‐group study of views of practitioners on the research–practice interface. The sample included primary and secondary science teachers (including …
It's not which school but which set you're in that matters
The mathematics achievement of a cohort of 955 students in 42 classes in six schools in London was followed over a 4‐year period, until they took their General Certificate of Secondary Education examinations (GCSEs) in the summer of 2000. All six schools were regarded by the Office for Standards in Education (Ofsted) as providing a good standard of education, and all were involved in teacher training partnerships with universities. Matched data o…
It's not which school but which set you're in that matters
The mathematics achievement of a cohort of 955 students in 42 classes in six schools in London was followed over a 4‐year period, until they took their General Certificate of Secondary Education examinations (GCSEs) in the summer of 2000. All six schools were regarded by the Office for Standards in Education (Ofsted) as providing a good standard of education, and all were involved in teacher training partnerships with universities. Matched data o…
Invisible and special
This paper reports on young women students’ participation in their undergraduate mathematics degree programme: their gendered trajectory is characterized in terms of their being both ‘invisible’ in the dominant university mathematics community and yet ‘special’ in their self‐conception. It draws on data collected from a three‐year longitudinal project investigating students’ experiences of undergraduate mathematics at two comparable traditional u…
Evidence‐based practice in science education
One aim of the Evidence‐based Practice in Science Education (EPSE) Network was to obtain a better understanding of the extent to which practitioners in science education recognise and make use of research findings in the course of their normal practice. The aim was realised through an interview and focus‐group study of views of practitioners on the research–practice interface. The sample included primary and secondary science teachers (including …
It's not which school but which set you're in that matters
The mathematics achievement of a cohort of 955 students in 42 classes in six schools in London was followed over a 4‐year period, until they took their General Certificate of Secondary Education examinations (GCSEs) in the summer of 2000. All six schools were regarded by the Office for Standards in Education (Ofsted) as providing a good standard of education, and all were involved in teacher training partnerships with universities. Matched data o…
Invisible and special
This paper reports on young women students’ participation in their undergraduate mathematics degree programme: their gendered trajectory is characterized in terms of their being both ‘invisible’ in the dominant university mathematics community and yet ‘special’ in their self‐conception. It draws on data collected from a three‐year longitudinal project investigating students’ experiences of undergraduate mathematics at two comparable traditional u…
Evidence‐based practice in science education
One aim of the Evidence‐based Practice in Science Education (EPSE) Network was to obtain a better understanding of the extent to which practitioners in science education recognise and make use of research findings in the course of their normal practice. The aim was realised through an interview and focus‐group study of views of practitioners on the research–practice interface. The sample included primary and secondary science teachers (including …
Pedagogy (3 obras) · Psychology (3 obras) · Mathematics education (2 obras) · Teacher Education and Leadership Studies (2 obras) · Alternative medicine (1 obras) · Art (1 obras) · Certificate (1 obras) · Class (philosophy) (1 obras) · Computer Science (1 obras) · Curriculum (1 obras)