Works matching IS 01411926 AND DT 2004 AND VI 30 AND IP 2

Results: 9

It's not which school but which set you're in that matters: the influence of ability grouping practices on student progress in mathematics 1.

Published in:

British Educational Research Journal, 2004, v. 30, n. 2, p. 279, doi. 10.1080/0141192042000195245

By:

Wiliam, Dylan;
Bartholomew, Hannah

Publication type:

Article

BOOK REVIEWS.

Published in:

2004

By:

Busher, Hugh;
Clifton, Grace;
Davies, Beatrice;
Haggarty, Linda;
Leach, John;
Price, Annie;
Raveaud, Maroussia;
Waugh, Bob

Publication type:

Book Review

Editorial.

Published in:

2004

By:

Hustler, David

Publication type:

Editorial

Something more to tell you: gay, lesbian or bisexual young people's experiences of secondary schooling.

Published in:

British Educational Research Journal, 2004, v. 30, n. 2, p. 213, doi. 10.1080/0141192042000195281

By:

Ellis, Viv;
High, Sue

Publication type:

Article

Constructing the ethos of tolerance and respect in an integrated school: the role of teachers.

Published in:

British Educational Research Journal, 2004, v. 30, n. 2, p. 263, doi. 10.1080/0141192042000195254

By:

Donnelly, Caitlin

Publication type:

Article

Values education: the development and classroom use of an educational programme 1.

Published in:

British Educational Research Journal, 2004, v. 30, n. 2, p. 245, doi. 10.1080/0141192042000195263

By:

Arweck, Elisabeth;
Nesbitt, Eleanor

Publication type:

Article

'School effectiveness': the problem of reductionism.

Published in:

British Educational Research Journal, 2004, v. 30, n. 2, p. 227, doi. 10.1080/0141192042000195272

By:

Wrigley, Terry

Publication type:

Article

THEMATIC REVIEW.

Published in:

British Educational Research Journal, 2004, v. 30, n. 2, p. 313, doi. 10.1080/0141192042000195227

By:

Race, Richard

Publication type:

Article

Transformative approaches to student voice: theoretical underpinnings, recalcitrant realities.

Published in:

British Educational Research Journal, 2004, v. 30, n. 2, p. 295, doi. 10.1080/0141192042000195236

By:

Fielding, Michael

Publication type:

Article