An exploration of the impact of science stratification in the English school curriculum: the relationship between ‘Double’ and ‘Triple’ Science pathways and pupils’ further study of science
Becky Francis, Morag Henderson, Spela Godec, Emma Watson, Louise Archer, Julie Moote
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Abstract
Supply of students to ‘the science pipeline’ remains an important imperative for economic policy, and for individual life chances. In England, Science courses from age 14–16 have been divided into ...
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