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Number of items: 9.
F
Francis, B;
Craig, N;
Hodgen, J;
Taylor, B;
Tereshchenko, A;
Connolly, P;
Archer, L;
(2020)
The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy.
British Journal of Sociology of Education
, 41
(5)
pp. 626-642.
10.1080/01425692.2020.1763162.
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H
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Hardman, M;
Taylor, B;
Daly, C;
Glegg, P;
Stiasny, B;
Pillinger, C;
Gandolfi, H;
(2020)
Early Career Teacher Support - Pilot Report, EEF Evaluation.
UCL Institute of Education: London, UK.
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Hodgen, J;
Taylor, B;
Jacques, L;
Tereshchenko, A;
Kwok, R;
Cockerill, M;
(2020)
Remote mathematics teaching during COVID-19: intentions, practices and equity.
UCL Institute of Education: London, UK.
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P
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Pillinger, C;
(2020)
Raising Readers using dialogic reading techniques.
Journal of Innovate Teaching School Partnership
, 2020
(8)
(In press).
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T
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Taylor, B;
Hodgen, J;
Tereshchenko, A;
Gutiérrez, G;
(2020)
Attainment grouping in English secondary schools: A national survey of current practices.
Research Papers in Education
, 37
(2)
pp. 199-220.
10.1080/02671522.2020.1836517.
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Tereshchenko, A;
Mills, M;
Bradbury, A;
(2020)
Making progress? Employment and retention of BAME teachers in England.
UCL Institute of Education: London, UK.
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Towers, E;
Taylor, B;
Tereshchenko, A;
Mazenod, A;
(2020)
'The reality is complex': teachers' and school leaders' accounts and justifications of grouping practices in the English key stage 2 classroom.
Education 3-13
, 48
(1)
pp. 22-36.
10.1080/03004279.2019.1569707.
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W
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Wood, A;
(2020)
Built policy: school-building and architecture as policy instrument.
Journal of Education Policy
, 35
(4)
pp. 465-484.
10.1080/02680939.2019.1578901.
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Wood, A;
(2020)
Giancarlo De Carlo’s Concept of Architecture – a Powerful and Inclusive Tool for Thinking about Educational Space.
Histories of Postwar Architecture
, 5
pp. 64-75.
10.6092/issn.2611-0075/10684.
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