Kay Kinder, Jennie Harland, Matthew Walker, Ben Haines
01 July 2009
This research investigated how these specialist HLTAs are being deployed in schools in addition to the exploration of good practice and impacts. In addition, senior school leaders’ reasons for supporting staff members in achieving the status, and HLTAs’ own motivations to undertake the programme were investigated. The methodology included surveys of mathematics and science HLTAs, science teachers, heads of science and head teachers as well as nine in-depth school case studies.
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