Published in October 2015, this report from the ISOS Partnership is an evaluation of the impact and benefits of schools engaging with subject-specific science continuing professional development (CPD) from the National Science Learning Network (NSLN) and the National STEM Centre (STEM Learning).

The full...

Published in November 2014, this report from the Office for Public Management (OPM) evaluates the impact of the ENTHUSE Cluster programme with the third cohort of schools.

The full collection of STEM Learning impact and evaluation research reports can be viewed...

This Catalyst article describes how human faces contain a wealth of information about the individual - so how do we go about interpreting faces?

This article is from Catalyst: Secondary Science Review 2016, Volume 26, Issue 4.

This Economic and Social Research Council (ESRC) school briefing looks at how obesity is viewed by the general public and how the war on obesity could lead to discrimination on the grounds of a person's size and intolerance towards the over-weight. The briefing examines the possibly doubtful science that can colour...

Published in June 2013, this report from the National Foundation for Educational Research (NFER) presents the findings from an investigation into the impact on students of the subject-specific CPD undertaken by teachers at the National Science Learning Centre.

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This Economic and Social Research Council (ESRC) school briefing looks at whether we have a right to be happy, alongside the rights to life and liberty. The briefing discusses definitions of happiness and how religions and young people seek to attain it. The briefing then looks at how different governments across...

This is one of three readers published by the ASE's SATIS 16-19 project as a way of linking together a selection of the individual units. 'How Does Society Decide?' discusses the responsibilities of citizens in a democratic society to take part in the decisions that...

This research was Published in 2014 and presented at the ESERO 2013 Conference.

The purpose of any teacher continuing professional development (CPD) is to ensure a positive change in pupils’ outcomes, yet the evaluative evidence to support this relationship is often weak or missing. Using the CPD programme...

This unit asks students to consider the range of factors and the implications of human technological enhancements, focussing on brain-computer interfaces.

Human enhancements can be used to improve human functioning, such as a cochlea implant can help deaf people hear. This unit looks at other technological...

Published in June 2010 , this report from the Centre for Studies in Science and Mathematics Education aims to discover whether CPD has a positive impact in enhancing the personal understandings and teaching of science by the teacher and the subsequent learning of students.

The full collection of STEM...

Published in May 2012, this report from Sheffield Hallam University's Centre for Education and Inclusion Research, aimed to explore the impact of the support for the CPD of teachers provided by the Science Learning Centres on individual teachers’ career progression and retention within the profession.

The...

Published in March 2013, this report from Babcock Research  focusses on the qualitative and quantitative impact the Science Learning Centre has on CPD for technicians.

The full collection of STEM Learning impact and evaluation research reports can be viewed...

Published in February 2010, this study from the University of York's Department of Educational Studies, focusses on the impact of Continuing Professional Development (CPD) programmes offered by the National Network of Science Learning Centres, in 2009-2010.

The full collection of STEM Learning impact and...

Published in July 2012, This report from the National Foundation for Educational Research (NFER) presents the interim findings from a qualitative investigation into the impact on students of the subject-specific CPD undertaken by teachers at the National Science Learning Centre.

The National STEM Learning Centre and Network supports the teaching and learning of science, design and technology, computing, engineering and mathematics (STEM) education in schools and colleges throughout the United Kingdom, from primary level to post-16.