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Number of items: 10.
B
Billingsley, B;
Hardman, MA;
(2017)
Epistemic insight and the power and limitations of science in multidisciplinary arenas.
School Science Review
, 99
(367)
pp. 16-17.
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Billingsley, B;
Hardman, MA;
(2017)
Epistemic insight: teaching and learning about the nature of science in real-world and multidisciplinary arenas.
School Science Review
, 98
(365)
pp. 57-58.
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F
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Francis, B;
Archer, L;
Hodgen, J;
Pepper, D;
Taylor, B;
Travers, M-C;
(2017)
Exploring the relative lack of impact of research on 'ability grouping' in England: a discourse analytic account.
Cambridge Journal of Education
, 47
(1)
pp. 1-17.
10.1080/0305764X.2015.1093095.
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Francis, R;
Connolly, P;
Archer, L;
Hodgen, J;
Mazenod, A;
Pepper, D;
sloan, S;
... Travers, M; + view all
(2017)
Attainment Grouping as self-fulfilling prophesy? A mixed methods exploration of self confidence and set level among Year 7 students.
International Journal of Educational Research
, 86
pp. 96-108.
10.1016/j.ijer.2017.09.001.
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H
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Hardman, MA;
(2017)
The Matter of Learning: Reconsidering the theoretical basis of conceptual change research.
In:
Proceedings of the ESERA 2017 Conference.
European Science Education Research Association (ESERA): Dublin, Ireland.
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Hardman, MA;
(2017)
Models, matter and truth in doing and learning science.
School Science Review
, 98
(365)
pp. 91-98.
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Hardman, MA;
Wilson, A;
(2017)
Complexity and the Characterisation of Learning.
In:
(Proceedings) BERA Philosophy of Education SIG: Complexity and Education, 26 July 2017, London, UK.
British Educational Research Association: London, UK.
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T
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Taylor, R;
Francis, R;
(2017)
Supporting schools with mixed attainment teaching practice.
Research Intelligence
, 2021
(132)
pp. 10-11.
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Taylor, R;
Francome, T;
Hodgen, J;
(2017)
Best practice in mixed attainment grouping.
Mathematics Teaching
, 258
pp. 35-39.
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W
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Wood, A;
Dyer, E;
(2017)
Reframing Education and the Architecture of Added Value.
Harvard Design Magazine
, 2017
(44)
pp. 108-115.
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