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Number of items: 78.
A
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Addison, N;
(2003)
Iconoscepticism: the value of images in education.
In: Addison, N and Burgess, L, (eds.)
Issues in art and design teaching.
(pp. 122-133).
Routledge: London.
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Addison, N;
(2003)
Productive tensions: residencies in research.
In: Addison, N and Burgess, L, (eds.)
Issues in art and design teaching.
(pp. 61-71).
Routledge: London.
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Addison, N;
Asbury, M;
Chittenden, T;
de Souza, P;
Georgaki, M;
Hulks, D;
Papazafiriou, G;
... Trowell, J; + view all
(2003)
Art Critics and Art Historians in Schools: A Synoptic Report of an Interdisciplinary Research Project.
Art, Design & Museology Department, Institute of Education, University of London, London.
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Addison, N;
Burgess, L;
(2003)
Challenging Orthodoxies through Partnership: PGCE Students as agents of change.
In: Addison, N and Burgress, L and Burgess, L, (eds.)
Issues in art and design teaching.
(pp. 158-163).
Routledge: London.
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Alderson, P;
Alderson, P;
(2003)
Die Autonomie des Kindes: uber die Selbstbestimmungsfahigkeit von Kindern in der Medizin.
In: Simon, A and Simon, A, (eds.)
Das Kind als Patient: Ethische Konflickte zwichsen Kinderwohl und Kindeswille.
(pp. 28-47).
Campus Verlag: Frankfurt, Germany.
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Alderson, P;
Alderson, P;
(2003)
Some unanswered questions.
In: Ward, L and Ward, L, (eds.)
Considered choices?: the new genetics, prenatal testing and people with learning difficulties.
(pp. 63-71).
British Institute of Learning Disabilities: Kidderminster, United Kingdom.
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Alderson, P;
Phillips, B;
(2003)
Beyond ‘AntiSmacking’:
Challenging Parental
Violence and
Coercion.
Child Abuse Review
, 12
(5)
pp. 282-291.
10.1002/car.813.
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B
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Ball, Stephen J;
(2003)
The Risks of Social Reproduction: the middle class and education markets.
London Review of Education
, 1
(3)
pp. 163-175.
10.1080/1474846032000146730.
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Beard, R;
(2003)
Not the Whole Story of the National Literacy Strategy: A Response to Dominic Wyse.
British Educational Research Journal
, 29
(6)
pp. 917-928.
10.1080/0141192032000137385.
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Beard, R;
(2003)
Uncovering the key skills of reading.
In:
Handbook of Early Childhood Literacy.
(pp. 199-208).
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Beard, R;
(2003)
Diversity and Synergy? The International Context of the English Literacy Strategy.
In: Shiel, G and Dhalaigh, UN, (eds.)
(Proceedings) 12th European Conference on Reading.
(pp. pp. 56-64).
Reading Association of Ireland
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Bentall, C;
(2003)
Communication and teachers learning during training : a case study of the Secondary and Technical English Project, Mozambique.
Doctoral thesis (Ph.D), UNSPECIFIED.
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Black, P;
Wiliam, D;
(2003)
'In praise of educational research': formative assessment.
British Educational Research Journal
, 29
(5)
pp. 623-637.
10.1080/0141192032000133721.
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Black, P;
Wiliam, D;
(2003)
The Development of Formative Assessment.
In: Davis, B and West-Burnham, J, (eds.)
Handbook of Educational Leadership and Management.
(pp. 409-418).
Pearson Education: London.
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Blatchford, P;
Bassett, P;
Goldstein, H;
Martin, C;
(2003)
Are Class Size Differences Related to Pupils' Educational Progress and Classroom Processes? Findings from the Institute of Education Class Size Study of Children Aged 5-7 Years.
British Educational Research Journal
, 29
(5)
pp. 709-730.
10.1080/0141192032000133668.
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Blatchford, P;
Kutnick, P;
Baines, E;
Galton, M;
(2003)
Toward a social pedagogy of classroom group work.
International Journal of Educational Research
, 39
(1-2)
pp. 153-172.
10.1016/S0883-0355(03)00078-8.
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Blatchford, P;
Baines, E;
Pellegrini, A;
(2003)
The social context of school playground games: Sex and ethnic differences, and changes over time after entry to junior school.
British Journal of Developmental Psychology
, 21
(4)
pp. 481-505.
10.1348/026151003322535183.
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Boulter, C;
Tunnicliffe, SD;
Reiss, M;
(2003)
Probing children's understandings of the natural world.
In: Lewis, J and Magro, A and Simonneaux, L, (eds.)
(pp. pp. 243-257).
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Brant, J;
Unwin, A;
(2003)
Beyond the Lesson Plan: Developing a global dimension in Initial Teacher Education.
Teaching Business and Economics
, 7
(1)
pp. 21-26.
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Buckingham, D;
Scanlon, M;
(2003)
Learning online: e-learning and the domestic market in the UK: Full report of research activities and results.
Unknown, Swindon.
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Burgess, L;
(2003)
Monsters in the playground: contemporary art in schools.
In: Addison, N and Burgess, L, (eds.)
Issues in art and design teaching.
(pp. 108-121).
Routledge: London.
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C
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Campbell, C;
Whitty, G;
Carpentier, V;
(2003)
Educational financing and improvement: conceptual issues and policy debates in the UK.
Revue Suisse des Sciences de l'Education
, 25
(3)
pp. 455-477.
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Carpentier, V;
(2003)
Public Expenditure on Education and Economic Growth in the UK, 1833-2000.
History of Education
, 32
(1)
pp. 1-15.
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Cerini, B;
Murray, I;
Reiss, M;
(2003)
Student Review of the Science Curriculum: Major Findings.
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Cowan, R;
O'Connor, N;
Samella, K;
(2003)
The skills and methods of calendrical savants.
INTELLIGENCE
, 31
(1)
pp. 51-65.
10.1016/S0160-2896(02)00119-8.
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E
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Evans, K;
(2003)
Learning for a living?: the powerful, the dispossessed and the learning revolution.
100 years of excellence in education.
Institute of Education, University of London: London.
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F
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Farran, EK;
Jarrold, C;
Gathercole, SE;
(2003)
Divided attention, selective attention and drawing: processing preferences in Williams syndrome are dependent on the task administered.
Neuropsychologia
, 41
(6)
pp. 676-687.
10.1016/S0028-3932(02)00219-1.
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Farran, EK;
Jarrold, O;
(2003)
Visuospatial cognition in Williams syndrome: Reviewing and accounting for the strengths and weaknesses in performance.
Developmental Neuropsychology
, 23
(1-2)
pp. 173-200.
10.1080/87565641.2003.9651891.
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Flewitt, R;
(2003)
Is Every Child's Voice Heard? Longitudinal Case Studies of 3-Year-Old Children's Communicative Strategies at Home and in a Preschool Playgroup.
Doctoral thesis , University of Southampton.
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G
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Gough, D;
Kiwan, D;
Sutcliffe, K;
Simpson, G;
Houghton, N;
(2003)
A systematic map and synthesis review of the effectiveness of personal development planning for improving student learning.
EPPI-Centre, Social Science Research Unit, Institute of Education, University of London: London, UK.
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Green, A;
Preston, J;
Sabates, R;
(2003)
Education, Equity and Social Cohesion : A Distributional Model [Wider Benefits of Learning Research Report No. 7].
Centre for Research on the Wider Benefits of Learning, Institute of Education, University of London: London.
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Green, L;
(2003)
Why 'ideology' is still relevant for critical thinking in music education.
Action, Criticism and Theory for Music Education
, 2
(2)
pp. 2-21.
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Guile, D;
(2003)
From 'credentialism' to the 'practice of learning': rethinking learning for the knowledge economy.
Policy Futures in Education
, 1
(1)
pp. 83-105.
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H
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Hallam, S;
Ireson, J;
Lister, V;
Chaudhury, IA;
Davies, J;
(2003)
Ability grouping practices in the primary school: A survey.
Educational Studies
, 29
(1)
pp. 69-83.
10.1080/03055690303268.
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Hallam, S;
(2003)
Supporting students in learning to perform.
In: Nerlan, M and Hanken, IM and Nielsen, G, (eds.)
Research in and for higher music education: Festschrift for Harald J�rgensen.
(pp. 23-44).
Norges musikkhgskole: Oslo.
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Hallam, S;
Ireson, J;
(2003)
Secondary school teachers' attitudes to and beliefs about ability grouping.
British Journal of Educational Psychology
, 73
(3)
pp. 343-356.
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Hallam, S;
Karagiannopoulou, E;
(2003)
Cross cultural differences in the reported possible selves of young adults from divorced and intact families.
Psychology of Education Review
, 27
(2)
pp. 30-40.
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Hallam, S;
Karagiannopoulou, E;
(2003)
Young adults from divorced and intact families: possible selves relating to future family life.
International Journal of Adolescence and Youth
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Hansen, K;
(2003)
Education and the crime-age profile.
British Journal of Criminology
, 43
pp. 141-168.
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Hardcastle, J;
(2003)
Signs and classrooms : historical perspectives on the role of signs in human development, with particular reference to an urban classroom.
UNSPECIFIED thesis , Institute of Education, University of London.
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Hoyles, C;
(2003)
Varignon's big sister?
In: Pritchard, C, (ed.)
The changing shape of geometry: celebrating a century of geometry and geometry teaching.
(pp. 177-178).
Cambridge University Press: Cambridge.
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Hoyles, C;
Noss, R;
(2003)
What can digital technologies take from and bring to research in mathematics education?
In: Bishop, AJ and (Ken) Clements, MA and Keitel, C and Kilpatrick, J and Leung, FKS and Bishop, AJ and Leung, FKS, (eds.)
Second international handbook of mathematics education.
(pp. 323-349).
Kluwer Academic: Dordrecht.
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J
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Jewitt, C;
(2003)
A multimodal framework for computer mediated learning : the reshaping of curriculum knowledge and learning.
UNSPECIFIED thesis , UNSPECIFIED.
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Jewitt, C;
Kress, G;
(2003)
A multimodal approach to research in education.
In: Goodman, S and Lillis, T and Maybin, J and Mercer, N, (eds.)
Language, literacy and education: a reader.
(pp. 277-292).
Trentham Books in association with the Open University: Stoke-on-Trent.
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Jewitt, C;
(2003)
Reshaping learning: new technology and multimodality.
International Journal of Learning
, 10
pp. 2852-2860.
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L
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Leonard, D;
Pelletier, C;
Morley, L;
(2003)
The experiences of international students in UK higher education: a review of unpublished research.
UKCOSA: The Council for International Education: London.
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Luckin, R;
(2003)
Between the Lines: documenting the multiple dimensions of computer supported collaborations.
Computers and Education
, 41
pp. 232-234.
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Luckin, R;
Connolly, D;
Plowman, L;
Airey, S;
(2003)
Children's interactions with interactive toy technology.
JOURNAL OF COMPUTER ASSISTED LEARNING
, 19
(2)
pp. 165-176.
10.1046/j.0266-4909.2003.00017.x.
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M
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Male, T;
(2003)
Assessing the Validity of the NCSL Evidence Base: A Critical Review of the Research Published by the College.
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McCulloch, G;
(2003)
Towards a social history of educational research.
In: Sikes, P and Nixon, J and Carr, W and Nixon, J and Carr, W, (eds.)
The Moral Foundations of Educational Research: Knowledge, Inquiry and Values.
(pp. 18-31).
Open University Press: Maidenhead.
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Morris, P;
Scott, I;
(2003)
Educational reform and policy implementation in Hong Kong.
JOURNAL OF EDUCATION POLICY
, 18
(1)
pp. 71-84.
10.1080/0268093032000042218.
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Murray, I;
(2003)
Student Review of the Science Curriculum: Consultation Process.
UCL Institute of Education: London, UK.
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P
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Phillips, B;
Alderson, P;
(2003)
Beyond 'anti-smacking': Challenging violence and coercion in parent-child relations.
International Journal of Children's Rights
, 11
(2)
pp. 175-197.
10.1163/092755603322397250.
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Preston, J;
Green, A;
(2003)
The Macro-Social Benefits of Education, Training and Skills in Comparative Perspective [Wider Benefits of Learning Research Report No. 9].
Centre for Research on the Wider Benefits of Learning, Institute of Education, University of London: London.
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Price, S;
Rogers, Y;
(2003)
Conceptualising tangibles to support learning.
In:
(pp. pp. 101-109).
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Price, S;
Rogers, Y;
Stanton-Fraser, D;
Smith, H;
(2003)
A New Conceptual Framework for CSCL: Supporting Diverse Forms of Reflection through Multiple Interactions.
In: Wasson, B and Ludvigsen, S and Hoppe, U, (eds.)
(pp. pp. 513-522).
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R
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Radford, J;
Band, S;
Gascoigne, M;
Law, J;
Lindsay, G;
Peacey, N;
Soloff, N;
(2003)
Collaboration between LEA and SLT managers for the planning of services to children with speech and language needs.
Educational Management and Administration
, 31
(1)
pp. 83-95.
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Reiss, M;
(2003)
The ethics of patenting DNA.
Journal of Commercial Biotechnology
, 9
pp. 192-198.
10.1057/palgrave.jcb.3040028.
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Reiss, M;
(2003)
And in the world to come, life everlasting.
In: Deane-Drummond, C, (ed.)
Brave New World? Theology, Ethics and the Human Genome.
(pp. 49-67).
T & T Clark: Edinburgh.
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Reiss, M;
(2003)
Is it right to move genes between species? A theological perspective.
In: Deane-Drummond, C and Szersynski, B and Grove-White, R, (eds.)
Re-ordering Nature: Theology, Society and the New Genetics.
(pp. 138-150).
T & T Clark: London.
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Reiss, M;
(2003)
Possums on the pill: how to save nature.
In: Deane-Drummond, C and Szersynski, B and Grove-White, R, (eds.)
Re-ordering Nature: Theology, Society and the New Genetics.
(pp. 77-84).
T & T Clark: London.
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Reiss, M;
(2003)
Gender equity in primary science.
In: Skelton, C and Francis, B, (eds.)
Boys and Girls in the Primary Classroom.
(pp. 80-97).
Open University Press: Maidehead.
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Reiss, M;
(2003)
Science education for social justice.
In: Vincent, C, (ed.)
Social Justice, Education and Identity.
(pp. 153-165).
RoutlegeFalmer: London.
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Robins, C;
(2003)
In and out of place: cleansing rites in art education.
In: Addison, N and Burgess, L, (eds.)
Issues in art and design teaching.
(pp. 39-48).
Routledge: London.
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Robins, C;
Woollard, V;
(2003)
Creative Connections: working with teachers to use museums and galleries as a learning resource.
Institute of Education in association with the Victoria and Albert Museum: London.
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S
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Scott, P;
Jewitt, C;
(2003)
Talk, action, and visual communication in teaching and learning science.
School Science Review
, 84
(308)
pp. 117-124.
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Simon, A;
Owen, C;
Moss, P;
Cameron, C;
(2003)
Mapping the Care Workforce. Supporting Joined-Up Thinking. Secondary Analysis of the Labour Force Survey for childcare and social care work.
UCL Institute of Education, London, UK.
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Stoll, L;
Wallace, M;
Bolam, R;
McMahon, A;
Thomas, S;
Hawkey, K;
Smith, M;
+ view all
(2003)
Creating and Sustaining Effective Professional Learning Communities: Questions Arising from the Literature.
(DfES Research Brief
RBX12-03
).
Department for Education and Skills (DfES): London, UK.
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Stuart, M;
Dixon, M;
Masterson, J;
Gray, B;
(2003)
Children's early reading vocabulary: description and word frequency lists.
British Journal of Educational Psychology
, 73
(4)
pp. 585-598.
10.1348/000709903322591253.
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Suissa, J;
(2003)
Anarchism and education : a philosophical exploration.
UNSPECIFIED thesis , Institute of Education, University of London.
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U
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Unwin, A;
(2003)
Developing a professional learning academy.
In: Putkiewicz, E and Witkomirska, A, (eds.)
Problems of teacher education in rolling changes of educational systems all over the world.
(pp. 204-214).
Warsaw University: Warsaw.
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V
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Van de Werfhorst, HG;
Sullivan, A;
Cheung, SY;
(2003)
Social class, ability and choice of subject in secondary and tertiary education in Britain.
BRITISH EDUCATIONAL RESEARCH JOURNAL
, 29
(1)
pp. 41-62.
10.1080/0141192032000057366.
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Venkatakrishnan, H;
Wiliam, D;
(2003)
Tracking and mixed-ability grouping in secondary school mathematics classrooms: a case study.
British Educational Research Journal
, 29
(2)
pp. 189-204.
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W
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White, P;
(2003)
Educating Investors: an exploration in virtue ethics.
In: Mangold, M and Oelkers, J, (eds.)
Demokratie, Bildung und Markt.
(pp. 365-382).
Lang-Verlag: Bern.
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Wiliam, D;
(2003)
National curriculum assessment: how to make it better.
Research Papers in Education
, 18
(2)
pp. 129-136.
10.1080/0267152032000081896.
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Wiliam, D;
(2003)
The impact of educational research on mathematics education.
In: Bishop, AJ and Clements, MA and Keitel, C and Kilpatrick, J and Leung, FKS and Clements, MA and Leung, FKS, (eds.)
Second International Handbook of Mathematics Education.
(pp. 471-490).
Kluwer Academic Publishers: Dordrecht, Netherlands:.
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Wiliam, D;
(2003)
Constructing difference: assessment in mathematics education.
In: Burton, L, (ed.)
Which way social justice in mathematics education?
(pp. 189-207).
Praeger: Westport; London.
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Y
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Yandell, J;
(2003)
Thoughtless Language, or the Death of Child-centred Education.
Changing English
, 10
pp. 5-12.
10.1080/1358684032000055091.
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