Professor James Donnelly
I ceased full-time work at Leeds in June 2010.
My main academic interests are in the history and curriculum policy of science education.
Science Education: Policy, Professionalism and Change (Sage/Paul Chapman, 2001), vii,192p,
Investigations by Order. Policy, curriculum and science teachers’ work under the Education Reform Act (Nafferton: Nafferton: Studies in Education, 1996),
‘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/
‘Policy networks and boundary objects: Enacting curriculum reform in the absence of consensus’, Journal of Curriculum Studies, 44.5 (2012), 577-598,
‘The pursuit of humanity: Curriculum change in english school science’, History of Education, 40.3 (2011), 291-313,
‘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/
‘The intellectual positioning of science in the curriculum, and its relationship to reform’, Journal of Curriculum Studies, 38.6 (2006), 623-640,
‘Humanizing Science Education’, Science Education, 88.5 (2004), 762-784,
‘Schooling Heidegger: on being in teaching’, Teaching & Teacher Education, 15 (1999), 933-949,