Abstract
Abstract This study uses an empirical qualitative survey of a cohort of primary schools in Northern Ireland to identify and classify the indicators of effectiveness which govern the implementation of a programme of science education. The data obtained is essentially curriculum rather than assessment orientated since the Common Curriculum in Northern Ireland, although similar in nature to the National Curriculum in England and Wales, has an implementation lag of one year. The indicators of effectiveness identified are aligned to a general matrix of performance indicators and show that the effective implementation of new programmes of study in science education are supported by six participating measures. The professional competency of teachers is of cardinal importance and is dynamically coupled with adequate early resourcing and the leadership potential of individuals and change agents in the educational system. In addition, the methodology used to teach science, the psychological set of schools determine...
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