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A dialogue exploring curriculum‐making in secondary school physics education through school collaborative partnerships.

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Title: A dialogue exploring curriculum‐making in secondary school physics education through school collaborative partnerships.
Authors: Thomas, Laura1 (AUTHOR), North, Chris2 (AUTHOR), Morgan, Gareth3 (AUTHOR), Allen, Tia‐Jade2 (AUTHOR), Rushton, Elizabeth1 (AUTHOR) lizzie.rushton@stir.ac.uk
Source: Curriculum Journal. Jun2025, Vol. 36 Issue 2, p332-339. 8p.
Subject Terms: *Mentoring in education, *Teacher development, *Educational leadership, *Interdisciplinary education, *Teachers, Mentoring
Abstract: The article focuses on the Physics Mentoring Programme (PMP), a near-peer mentoring initiative in Wales aimed at enhancing secondary school physics education through collaborative partnerships. The PMP targets students aged 13-16, particularly encouraging female learners to pursue physics post-16 by pairing them with trained university mentors who facilitate engaging, confidence-building sessions. Contributions from various stakeholders, including mentors, teachers, and evaluators, highlight the importance of collaborative curriculum-making that reflects students' interests and career aspirations. The program has shown success in increasing students' intentions to continue studying physics and fostering a supportive educational environment, although challenges such as time constraints and funding remain. [Extracted from the article]
Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A dialogue exploring curriculum‐making in secondary school physics education through school collaborative partnerships.
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  Data: <searchLink fieldCode="JN" term="%22Curriculum+Journal%22">Curriculum Journal</searchLink>. Jun2025, Vol. 36 Issue 2, p332-339. 8p.
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  Data: The article focuses on the Physics Mentoring Programme (PMP), a near-peer mentoring initiative in Wales aimed at enhancing secondary school physics education through collaborative partnerships. The PMP targets students aged 13-16, particularly encouraging female learners to pursue physics post-16 by pairing them with trained university mentors who facilitate engaging, confidence-building sessions. Contributions from various stakeholders, including mentors, teachers, and evaluators, highlight the importance of collaborative curriculum-making that reflects students' interests and career aspirations. The program has shown success in increasing students' intentions to continue studying physics and fostering a supportive educational environment, although challenges such as time constraints and funding remain. [Extracted from the article]
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  Data: <i>Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/curj.324
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        Text: English
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        StartPage: 332
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      – SubjectFull: Educational leadership
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              M: 06
              Text: Jun2025
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              Y: 2025
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