Sally Johnson
King's College London
11 Papers
102 Citations
Sally Johnson is an academic researcher from King's College London. The author has contributed to research in topics: Science education & Disadvantaged. The author has an hindex of 7, co-authored 11 publications.
Chat about Author
Papers
Teacher Development and Change in South Africa: A critique of the appropriateness of transfer of northern/western practice
TL;DR: The authors discusses the differential distribution of opportunities for professional development of science teachers in post-apartheid South Africa and proposes that evolutionary ideas on teacher change and development offer a more effective model of the constraints under which teachers work.
162
A Comparative Study of Attitudes to the Aims of Practical Work in Science Education in Egypt, Korea and the UK.
TL;DR: In this paper, a comparative study of attitudes to the aims of practical work given by science teachers from Egypt, Korea and the UK was conducted, and the ratings of aims given by specific groups of teachers can be used to characterize those groups.
43
Developments in science teachers' attitudes to aims for practical work: continuity and change
TL;DR: In this article, attitudes to the aims of practical work of science teachers in England, and a comparison between surveys in 1979 and 1997 were made, and the correlation between attitudinal ratings is remarkably high and indicates minor changes between the two dates.
14
Teacher change in the Western Cape, South Africa: taking a big step in science education
Sally Johnson,Martin Monk,Rod Watson,Merle Hodges,Melanie Sadeck,Zena Scholtz,Tommy Botha,Brian Wilson +7 more
TL;DR: In this article, a science teacher development intervention program was conducted through a partnership between King's College London, Peninsula Technikon and the Western Cape Education Department, where eleven teachers from six schools were trained to use translation activities as a focus for small group discussion.
11
An approach to delivering sustainable teacher development in large science classes
TL;DR: The first stage of monitoring the sustainability of the teaching science to large classes project is reported in this paper, where the appropriateness of the intervention and modes of dissemination are discussed in the context of an evolutionary model of teacher development.
9