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Number of items: 8.
D
Daly, C;
Hardman, M;
Taylor, R;
(2022)
The Early Career Framework pilots: lessons learned.
In: Ovenden-Hope, T, (ed.)
The Early Career Framework: origins, outcomes and opportunities.
John Catt Educational Ltd
(In press).
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Hardman, Mark;
Taylor, becky;
Daly, Caroline;
(2022)
An Inquiry into Teacher Agency and Professional Development: The Introduction of the Early Career Framework in England.
In: Menter, Ian, (ed.)
The Palgrave Handbook of Teacher Education Research.
(pp. 1-26).
Palgrave Macmillan: Cham, Switzerland.
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Hodgen, Jeremy;
Taylor, Becky;
Francis, Becky;
Craig, Nicole;
Bretscher, Nicola;
Tereshchenko, Antonina;
Connolly, Paul;
(2022)
The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time.
British Educational Research Journal
10.1002/berj.3838.
(In press).
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M
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McCarthy, Francesca;
(2022)
See What I'm Saying?
Presented at: See What I'm Saying?, workshop discussion, London, UK.
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P
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Pillinger, C;
Vardy, E;
(2022)
The story so far: A systematic review of the dialogic reading literature.
Journal of Research in Reading
, 45
(4)
pp. 533-548.
10.1111/1467-9817.12407.
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T
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Taylor, Becky;
Hodgen, Jeremy;
Jacques, Laurie;
Tereshchenko, Antonina;
Cockerill, Maria;
Kwok, Rosa Kit Wan;
(2022)
Access to mathematics learning for lower secondary students in England during school closures: implications for equity and quality.
Teachers and Teaching
pp. 1-15.
10.1080/13540602.2022.2062717.
(In press).
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Taylor, R;
(2022)
Attainment grouping and equity in English schools.
Assessment and Development Matters
(In press).
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Tereshchenko, A;
Bei, Z;
Bradbury, A;
Forde, E;
Mullings, G;
(2022)
Supporting the retention of minority ethnic teachers: A research and practice based guide for school leaders.
IOE, UCL’s Faculty of Education and Society: London, UK.
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