Faculty of Education, Social Sciences and Law

School of Education

Contact Details

Professor James Donnelly

Emeritus Professor

I ceased full-time work at Leeds in June 2010.

Research Interests

My main academic interests are in the history and curriculum policy of science education.

Key Publications

Books

  • Donnelly JF, Jenkins EW, Science Education: Policy, Professionalism and Change (Sage/Paul Chapman, 2001), vii,192p

  • Donnelly JF, Buchan AS, Jenkins EW, Laws PM, Welford AG, Investigations by Order. Policy, curriculum and science teachers’ work under the Education Reform Act (Nafferton: Nafferton: Studies in Education, 1996)

Journal Articles

  • Homer M, Ryder J, Donnelly J, ‘Sources of differential participation rates in school science: the impact of curriculum reform’, British Educational Research Journal, 39.2 (2013), 248-265
    DOI: 10.1080/01411926.2011.635783, Repository URL: http://eprints.whiterose.ac.uk/85151/

  • Banner I, Donnelly J, Ryder J, ‘Policy networks and boundary objects: Enacting curriculum reform in the absence of consensus’, Journal of Curriculum Studies, 44.5 (2012), 577-598
    DOI: 10.1080/00220272.2012.699558

  • Donnelly J, Ryder J, ‘The pursuit of humanity: Curriculum change in english school science’, History of Education, 40.3 (2011), 291-313
    DOI: 10.1080/0046760X.2010.521196

  • Homer M, Ryder J, Donnelly J, ‘The use of national datasets to baseline science education reform: exploring value-added approaches’, International Journal of Research and Method in Education, 34.3 (2011), 309-325
    DOI: 10.1080/1743727X.2011.609544, Repository URL: http://eprints.whiterose.ac.uk/75618/

  • Donnelly JF, ‘The intellectual positioning of science in the curriculum, and its relationship to reform’, Journal of Curriculum Studies, 38.6 (2006), 623-640
    DOI: 10.1080/00220270600822228

  • Donnelly JF, ‘Humanizing Science Education’, Science Education, 88.5 (2004), 762-784
    DOI: 10.1002/sce.20004

  • Donnelly JF, ‘Schooling Heidegger: on being in teaching’, Teaching & Teacher Education, 15 (1999), 933-949

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