Josephine joined the Centre for Science Education in 2009 after finishing her PhD in Biological Sciences at the University of Sheffield.
Since this time she has been involved in a number of projects including Cre8ate Maths, Science for All, and the evaluation of two national Big Bang Fairs.
She is currently the project manager for Chain Reaction, a €3.6 million teacher CPD project funded by the EC which spans 12 countries.
Josephine joined the Centre for Science Education in 2009 after following the successful defence of her thesis in Biological Sciences - Human Nature Interactions: Protected areas and nature conservation in the UK - at the University of Sheffield. She also holds a BA (Hons) in History and two Master of Science degrees.
Josephine has worked in the private and third sector was well as in an academic environment. Having a varied work and academic experience, she is able to take a broad view of a variety of research areas. Josephine's research interests are wide ranging and include environmental and outdoor education, the impact of teacher education routes and inquiry based science education policy. She collaborates with colleagues across the Centre for Science Education in both research and project work.
In her time at CSE Josephine has worked on a number of different projects including cre8ate maths, Global Science Explorers, Science for All and the evaluation of the national Big Bang Fairs. Josephine has experience of both qualitative and quantitative research methodologies. She also has extensive project management experience, across projects of varying scale and scope.
Since 2013 she has been the project manager for Chain Reaction, a €3.6 million three year FP7 project funded by the EC. A Continuing Professional Development (CPD) project for teachers which spans 12 partner countries, Chain Reaction aims to develop Inquiry Based Science Education (IBSE) and to provide interactive and engaging IBSE professional development by utilising tried and tested inquiry based science resources and student-focused lessons. Further details can be found at http://www.chreact.eu/
Social Sciences and Arts
Project Manager - Chain Reaction 2013-16
Bevins, S., Price, G., & Booth, J. (2019). The I files, the truth is out there: science teachers’ constructs of inquiry. International journal of science education, 41 (4), 533-545. http://doi.org/10.1080/09500693.2019.1568605
Armsworth, P.R., Cantú-Salazar, L., Parnell, M., Booth, J.E., Stoneman, R., & Davies, Z.G. (2013). Opportunities for Cost-Sharing in Conservation: Variation in Volunteering Effort across Protected Areas. PLoS ONE, 8 (1). http://doi.org/10.1371/journal.pone.0055395
Booth, J.E., Gaston, K.J., Evans, K.L., & Armsworth, P.R. (2011). The value of species rarity in biodiversity recreation: A birdwatching example. Biological Conservation, 144 (11), 2728-2732. http://doi.org/10.1016/j.biocon.2011.02.018
Booth, J.E., Gaston, K.J., & Armsworth, P.R. (2010). Who benefits from recreational use of protected areas? Ecology and Society, 15 (3). http://doi.org/10.5751/ES-03450-150319
Booth, J.E., Gaston, K.J., & Armsworth, P.R. (2009). Public understanding of protected area designation. Biological Conservation, 142 (12), 3196-3200. http://doi.org/10.1016/j.biocon.2009.07.024
Booth, J., Perry, E., & Boylan, M. (2019). Understanding teaching as a profession. In Scutt, C., & Harrison, S. (Eds.) Teacher CPD: International trends, opportunities and challenges. (pp. 35-41). https://chartered.college/international-teacher-cpd-report
Perry, E., Boylan, M., & Booth, J. (2019). Quality assurance in teacher professional development. In Scutt, C., & Harrison, S. (Eds.) Teacher CPD: International trends, opportunities and challenges. (pp. 86-93). https://chartered.college/international-teacher-cpd-report
Booth, J., & Byrne, E. (2019). Science education funding in Europe and the inspiration for Chain Reaction. In Bevins, S., Lehane, L., & Booth, J. (Eds.) Comparative perspectives on inquiry-based science education. (pp. 12-32). ICI Global: http://doi.org/10.4018/978-1-5225-5439-4.ch002
Bevins, S., Lehane, L., & Booth, J. (2019). Reflections on inquiry. In Bevins, S., Lahane, L., & Booth, J. (Eds.) Comparative perspectives on inquiry-based science education. (pp. 197-210). IGI Global: http://doi.org/10.4018/978-1-5225-5439-4.ch012
Perry, E., Boylan, M., & Booth, J. (2019). Quality Assurance of Teachers’ Continuing Professional Development : Rapid Evidence Review. Wellcome Trust and Education Endowment Foundation. https://wellcome.ac.uk/reports/quality-assurance-teachers-continuing-professional-development
Perry, E., Owen, D., Booth, J., & Bower, K. (2019). The Curriculum for Initial Teacher Education: Literature Review. Ofsted.
Perry, E., Boylan, M., Booth, J., & Coldwell, M. (2017). Connecting research and teacher education : quality enhancement for ITE Partnerships. Cardiff: Welsh Government. http://learning.gov.wales/resources/browse-all/connecting-research-and-teacher-education/?lang=en
Byrne, E., Booth, J., Bevins, S., & Bullough, A. (2017). Chain reaction final report. SCIENTEX.