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Number of items: 11.
A
Archer, L;
Francis, B;
Miller, S;
Taylor, B;
Tereschenko, A;
Mazenod, A;
Pepper, D;
(2018)
The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students' views about setting.
British Educational Research Journal
, 44
(1)
pp. 119-140.
10.1002/berj.3321.
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ASPIRES2 project;
(2018)
ASPIRES 2: Research and Policy Briefing.
UCL Institute of Education: London, UK.
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ASPIRES2 project;
(2018)
ASPIRES 2: Research and Policy Briefing: Women in Physics.
UCL Institute of Education: London, UK.
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F
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Francis, R;
Taylor, R;
(2018)
The Problematic Interface Between Research, Policy and Practice: the Case of Attainment Grouping.
Impact: Journal of the Chartered College of Teaching
(2)
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Francis, R;
Taylor, R;
Hodgen, J;
Tereshchenko, A;
Archer, L;
(2018)
Dos and Don'ts of Attainment Grouping.
UCL Institute of Education: London, UK.
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G
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Gandolfi, H;
(2018)
Teaching about nature of science in secondary education: A view from multicultural classrooms.
ASE International
(2)
pp. 11-19.
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Gandolfi, HE;
(2018)
Different People in Different Places: Secondary School Students' Knowledge About History of Science.
Science and Education
, 27
(3-4)
pp. 259-297.
10.1007/s11191-018-9971-1.
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Gandolfi, HE;
(2018)
In defence of non-epistemic aspects of nature of science: insights from an intercultural approach to history of science.
Cultural Studies of Science Education
10.1007/s11422-018-9879-8.
(In press).
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M
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Mazenod, A;
Francis, B;
Archer, L;
Hodgen, J;
Taylor, B;
Tereshchenko, A;
Pepper, D;
(2018)
Nurturing Learning or Encouraging Dependency? Teacher Constructions of Students in Lower Attainment Groups in English Secondary Schools.
Cambridge Journal of Education
10.1080/0305764X.2018.1441372.
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Milks, A;
(2018)
Making an impact.
Nature Ecology & Evolution
, 2
(7)
pp. 1057-1058.
10.1038/s41559-018-0600-9.
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T
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Tereshchenko, A;
Francis, R;
Archer, L;
Hodgen, J;
Mazenod, A;
Taylor, B;
Pepper, D;
(2018)
Learners’ attitudes to mixed-attainment grouping: Examining the views of students of high, middle and low attainment.
Research Papers in Education
10.1080/02671522.2018.1452962.
(In press).
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