{"id":66,"date":"2022-02-22T17:12:49","date_gmt":"2022-02-22T17:12:49","guid":{"rendered":"https:\/\/research.shu.ac.uk\/psemc\/?page_id=66"},"modified":"2022-02-22T17:19:38","modified_gmt":"2022-02-22T17:19:38","slug":"our-approach","status":"publish","type":"page","link":"https:\/\/research.shu.ac.uk\/psemc\/our-approach\/","title":{"rendered":"Our approach"},"content":{"rendered":"\n<p>Our approach combines three strands of research, with a fourth strand of stakeholder engagement and dissemination:<\/p>\n\n\n\n<p><strong>Strand 1: Systematic evidence review<\/strong> of the national and international literature to identify what is known about school environment mechanisms that have led to sustained change in CPD.<\/p>\n\n\n\n<p><strong>Strand 2: STEM CPD Policy analysis<\/strong> of professional development for teachers of STEM subjects to identify policy and entitlement mechanisms.<\/p>\n\n\n\n<p><strong>Strand 3: Embedding change in professional development<\/strong>, focusing on current practice in England, through mixed methods of survey and case studies, we will test, refine and illustrate the model of school environment and policy mechanisms.<\/p>\n\n\n\n<p><strong>Strand 4. Stakeholder engagement and dissemination<\/strong> to ensure impact, accessibility and usefulness of our findings at school and policy level.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"748\" src=\"https:\/\/research.shu.ac.uk\/psemc\/wp-content\/uploads\/sites\/10\/2022\/02\/methodology-graphic-1024x748.jpg\" alt=\"\" class=\"wp-image-61\" srcset=\"https:\/\/research.shu.ac.uk\/psemc\/wp-content\/uploads\/sites\/10\/2022\/02\/methodology-graphic-1024x748.jpg 1024w, https:\/\/research.shu.ac.uk\/psemc\/wp-content\/uploads\/sites\/10\/2022\/02\/methodology-graphic-300x219.jpg 300w, https:\/\/research.shu.ac.uk\/psemc\/wp-content\/uploads\/sites\/10\/2022\/02\/methodology-graphic-768x561.jpg 768w, https:\/\/research.shu.ac.uk\/psemc\/wp-content\/uploads\/sites\/10\/2022\/02\/methodology-graphic.jpg 1135w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure><\/div>\n\n\n\n<hr class=\"wp-block-separator is-style-wide\" \/>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Our approach combines three strands of research, with a fourth strand of stakeholder engagement and dissemination: Strand 1: Systematic evidence review of the national and international literature to identify what is known about school environment mechanisms that have led to sustained change in CPD. Strand 2: STEM CPD Policy analysis of professional development for teachers &hellip; <a href=\"https:\/\/research.shu.ac.uk\/psemc\/our-approach\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Our approach<\/span><\/a><\/p>\n","protected":false},"author":32,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-66","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/research.shu.ac.uk\/psemc\/wp-json\/wp\/v2\/pages\/66","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.shu.ac.uk\/psemc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/research.shu.ac.uk\/psemc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/research.shu.ac.uk\/psemc\/wp-json\/wp\/v2\/users\/32"}],"replies":[{"embeddable":true,"href":"https:\/\/research.shu.ac.uk\/psemc\/wp-json\/wp\/v2\/comments?post=66"}],"version-history":[{"count":4,"href":"https:\/\/research.shu.ac.uk\/psemc\/wp-json\/wp\/v2\/pages\/66\/revisions"}],"predecessor-version":[{"id":68,"href":"https:\/\/research.shu.ac.uk\/psemc\/wp-json\/wp\/v2\/pages\/66\/revisions\/68"}],"wp:attachment":[{"href":"https:\/\/research.shu.ac.uk\/psemc\/wp-json\/wp\/v2\/media?parent=66"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}