| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Achieving Successful Leadership in Schools of the Third Millennium
|
Caldwell, Brian J.
|
|
2000
|
|
3 |
p. 20-26
|
artikel
|
| 2 |
A Common Language?
|
|
|
1998
|
|
3 |
p. 14-14
|
artikel
|
| 3 |
Asking the customer: the use of satisfactory surveys in the sixth form
|
Bostock, Mike
|
|
1998
|
|
3 |
p. 49-53
|
artikel
|
| 4 |
A view from the other side: interpretations of widening participation by a post-1992 university
|
Lightfoot, Nic
|
|
2009
|
|
3 |
p. 196-208
|
artikel
|
| 5 |
Bending the school rules to re-engage students: implications for improving teaching practice
|
Deed, Craig G.
|
|
2008
|
|
3 |
p. 205-212
|
artikel
|
| 6 |
BookReview : Accelerated Learning in the Classroom
|
French, Adrian
|
|
1998
|
|
3 |
p. 21-21
|
artikel
|
| 7 |
Book Review: Brian Boyd (2005) CPD: Improving Professional Practice
|
Skinner, Don
|
|
2008
|
|
3 |
p. 278-278
|
artikel
|
| 8 |
Book review: Collaborative School Leadership: A Critical Guide
|
Smith, Paul H
|
|
2018
|
|
3 |
p. 296-298
|
artikel
|
| 9 |
Book review: Education in the best interests of the child: A children’s rights perspective on closing the achievement gap B Howe and K Covell, reviewed by Terry Wrigley
|
Wrigley, Terry
|
|
2014
|
|
3 |
p. 261-262
|
artikel
|
| 10 |
Book Review: Faith Schools: Consensus or Conflict?
|
Maitles, Henry
|
|
2005
|
|
3 |
p. 285-286
|
artikel
|
| 11 |
Book Review: Gary Wilson (2006) Breaking through Barriers to Boys' Achievement: Developing a Caring Masculinity
|
Hagney, Seán P.
|
|
2008
|
|
3 |
p. 275-276
|
artikel
|
| 12 |
Book Review: Henry Maitles (2005) Values in Education - We're all Citizens Now Dunedin, Edinburgh ISBN 190 3765 242 £13.50 85 pages
|
Brown, Alice
|
|
2008
|
|
3 |
p. 276-277
|
artikel
|
| 13 |
Book Review: Islamophobia: Issues, Challenges and Action (Runnymede Commission on British Muslims and Islamophobia)
|
Howes, Andy
|
|
2004
|
|
3 |
p. 301-302
|
artikel
|
| 14 |
Book Review: Julia Margo and Mike Dixon (2006) Freedom's orphans: raising youth in a changing world Institute for Public Policy Research
|
Flecknoe, Mervyn
|
|
2007
|
|
3 |
p. 295-296
|
artikel
|
| 15 |
Book Review: Les Bell (2007) Perspectives on Educational Management and Leadership
|
Torrance, Deirdre
|
|
2008
|
|
3 |
p. 273-273
|
artikel
|
| 16 |
Book Review: Michael and Susan Klonsky (2008) Small Schools: Public School Reform Meets the Ownership Society Routledge ISBN 0 415 96123 8 £14.99 208 pages. Mark Berends, Matthew Springer and Herbert Walberg, eds (2008) Charter School Outcomes Lawrence Erlbaum ISBN 0 8058 6222 6 £21.99 300 pages
|
Wrigley, Terry
|
|
2008
|
|
3 |
p. 279-282
|
artikel
|
| 17 |
Book Review: Network Continuum Pocket PAL series: London: Network Continuuum. Sample volumes: S. Stanley (2006) Creating Enquiring Minds ISBN 1 85539 107 4 B. Prashnig (2006) Learning Styles and Personalized Teaching ISBN: 1 85539 149-X M. Fleetham (2007) Multiple Intelligences ISBN 1 85539 192 9 T. Haward (2007) The Practical Guide to Independent Learning Skills ISBN 978 1 85539 187 1 S. Bowkett (2007) Emotional Intelligence ISBN 1 85539 165 1
|
Skinner, Don
|
|
2008
|
|
3 |
p. 277-278
|
artikel
|
| 18 |
Book Review: Ross Deuchar (2007) Citizenship, Enterprise and Learning: Harmonising Competing Educational Agendas
|
Murphy, Daniel
|
|
2008
|
|
3 |
p. 274-274
|
artikel
|
| 19 |
Book reviews : Anthony Haynes (2001) Writing Successful Textbooks. London: A & C Black ISBN 07136 57340 £9.99 Reviewed by John Eggleston, University of Warwick
|
|
|
2001
|
|
3 |
p. 76-76
|
artikel
|
| 20 |
Book Reviews : Belle Wallace ed (2001) Teaching Thinking Skills Across the Primary Curriculum. London: NACE/Fulton. ISBN 1853 467669 128 pages £16 Reviewed by Frank McNeil, London Institute of Education
|
|
|
2001
|
|
3 |
p. 64-65
|
artikel
|
| 21 |
BookReview : School Effectiveness for Whom? Challenges To the School Effectiveness and Improvement Movements
|
Bennett, Nigel
|
|
1998
|
|
3 |
p. 22-25
|
artikel
|
| 22 |
Book Reviews : Chris Searle (2001) An Exclusive Education: Race, Class and Exclusion in British Schools. London: Lawrence and Wishart ISBN 085315 9327 192pp £14.99 Gary Thomas and Andrew Loxley (2001) Deconstructing Special Education and Constructing Inclusion. Buckingham : Open University Press ISBN 0335 204481 160pp £15.99 Reviewed by Fernando Almeida Diniz, University of Edinburgh
|
|
|
2001
|
|
3 |
p. 72-75
|
artikel
|
| 23 |
Book reviews : Christine Macintyre (2000) The Art of Action Research in the Classroom David Fulton Publishers ISBN 185346 7014 113pages £11 Reviewed by Donald Christie, University of Strathclyde
|
|
|
2001
|
|
3 |
p. 67-67
|
artikel
|
| 24 |
BookReviews : Chris Watkins and Patsy Wagner (2000) Improving School Behaviour, London: Paul Chapman hb ISBN 0 7619 6336 7 £42.50 pb ISBN 0 7619 6337 5 £13.99, 160 pages
|
Elfed-Owens, Prydwen
|
|
2000
|
|
3 |
p. 59-60
|
artikel
|
| 25 |
Book reviews : Crispin Jones and Catherine Wallace eds (2001) Making EMAG Work. Trentham Books ISBN 1 85856 230 9 154 pages £14.95 Reviewed by Helen Abji, Luton LEA
|
|
|
2001
|
|
3 |
p. 68-70
|
artikel
|
| 26 |
Book Reviews : David Hopkins (2001) School Improvement for Real. London: RoutiedgeFalmer. ISBN 0415 230764 222 pages £19.99 Reviewed by Terry Wrigley, University of Edinburgh
|
Wrigley, Terry
|
|
2001
|
|
3 |
p. 61-62
|
artikel
|
| 27 |
BookReviews : Helen Nicholson (ed) (2000) Teaching Drama 11-18, London: Continuum £14.95 pb
|
Watkins, Brian
|
|
2000
|
|
3 |
p. 60-60
|
artikel
|
| 28 |
Book Reviews : Jeff Jones (2001) Performance Management for School Improvement: A Practical Guide for Secondary Schools. David Fulton ISBN 185346 7693 85 pages £18 Sara Bubb and Pauline Hoare (2001) Performance Management: Monitoring Teaching in the Primary School. David Fulton ISBN 185346 7405 128 pages £16 Reviewed by Paul Clarke, Leeds Metropolitan University
|
|
|
2001
|
|
3 |
p. 62-63
|
artikel
|
| 29 |
Book Reviews : John MacBeath/Peter Mortimore eds (2000) Improving School Effectiveness Buckingham: Open University Press ISBN 0335 206875 224 pages £17.99 Reviewed by Danny Murphy, University of Edinburgh
|
|
|
2001
|
|
3 |
p. 63-64
|
artikel
|
| 30 |
BookReviews : Kevan Bleach. (1999) The Induction and Mentoring of Newly Qualified Teachers: A New Deal for Teachers. 134 pages. David Fulton. ISBN 1-85346-635-2 £15.99
|
Fabian, Hilary
|
|
2000
|
|
3 |
p. 58-58
|
artikel
|
| 31 |
Book Reviews : Pat Mahony and Ian Hextall (2000) Reconstructing Teaching. London: RoutledgeFalmer. ISBN 0415 230977 192pp £16.99 Reviewed by Terry Wrigley, University of Edinburgh
|
|
|
2001
|
|
3 |
p. 65-66
|
artikel
|
| 32 |
Book reviews : Paul Gardner (2001) Teaching and Learning in Multicultural Classrooms. London: Fulton ISBN 185346 7103 112 pages £14 Reviewed by Steve Cooke, Leicester LEA
|
|
|
2001
|
|
3 |
p. 70-71
|
artikel
|
| 33 |
BookReviews : Peter Fleming: The Art of Middle Management in Secondary Schools — A Guide to Effective Subject and Team Leadership. London: David Fulton ISBN 1 85346 623 9, £14.95
|
Wrigley, Terry
|
|
2000
|
|
3 |
p. 58-59
|
artikel
|
| 34 |
Book Reviews : Peter Silcock: New Progressivism. London: Falmer. ISBN 07507 0968 5 173 pages £16.99 Reviewed by Don Skinner, University of Edinburgh
|
|
|
2001
|
|
3 |
p. 76-78
|
artikel
|
| 35 |
Book Reviews : Refugee Council/Save the Children (2001) In Safe Hands. A Resource and Training Pack to Support Work with Young Refugee Children. Save the Children ISBN 1 84187 039 0 Price £20.00 Reviewed by Andy Hancock, University of Edinburgh
|
|
|
2001
|
|
3 |
p. 71-72
|
artikel
|
| 36 |
BookReviews : Visser, John (2000) Managing behaviour in classrooms, London, David Fulton, 52 pages ISBN 1 85346 587 9, £10.00
|
Crawford, Elspeth
|
|
2000
|
|
3 |
p. 57-58
|
artikel
|
| 37 |
BookReviews : Visser, John (2000) Managing behaviour in classrooms, London, David Fulton, 52 pages ISBN 1 85346 587 9, £10.00
|
Dawson, Topher
|
|
2000
|
|
3 |
p. 58-58
|
artikel
|
| 38 |
BookReviews : What's New in School Improvement?
|
Harris, Alma
|
|
2000
|
|
3 |
p. 56-57
|
artikel
|
| 39 |
BookReview : Whose School Is It Anyway?
|
Clements, Simon
|
|
1998
|
|
3 |
p. 26-29
|
artikel
|
| 40 |
Can ICT in biology courses improve AD/HD students’ achievement?
|
Vassilopoulou, Antonia
|
|
2016
|
|
3 |
p. 246-257
|
artikel
|
| 41 |
Challenge College, Bradford
|
Flecknoe, Mervyn
|
|
2004
|
|
3 |
p. 213-216
|
artikel
|
| 42 |
Challenging challenge: the importance of knowing that we don’t know, sometimes …
|
Clarke, Paul
|
|
2006
|
|
3 |
p. 187-191
|
artikel
|
| 43 |
Challenging the paradigm: notes on developing an indigenized teacher education curriculum
|
Gopinathan, S.
|
|
2006
|
|
3 |
p. 261-272
|
artikel
|
| 44 |
Cognitive and socio-affective outcomes of project-based learning: Perceptions of Greek Second Chance School students
|
Koutrouba, Konstantina
|
|
2013
|
|
3 |
p. 244-260
|
artikel
|
| 45 |
Collaboration as a strategy for improving schools in challenging circumstances
|
Ainscow, Mel
|
|
2006
|
|
3 |
p. 192-202
|
artikel
|
| 46 |
Collaborative reform for schools in difficulty
|
Chapman, Christopher
|
|
2006
|
|
3 |
p. 291-301
|
artikel
|
| 47 |
Colne Community School
|
Klein, Reva
|
|
2000
|
|
3 |
p. 6-9
|
artikel
|
| 48 |
Community connection and change: a different conceptualization of school leadership
|
Lewis, Marian
|
|
2008
|
|
3 |
p. 227-237
|
artikel
|
| 49 |
Confronting complexity: a framework for action
|
Fink, Dean
|
|
1998
|
|
3 |
p. 54-58
|
artikel
|
| 50 |
Consult the Oracle
|
|
|
1998
|
|
3 |
p. 18-18
|
artikel
|
| 51 |
Contextual research for educational improvement: A collaborative process in Northern California
|
Baharav, Hadar
|
|
2019
|
|
3 |
p. 237-250
|
artikel
|
| 52 |
■ continued from page 26
|
|
|
2000
|
|
3 |
p. 37-37
|
artikel
|
| 53 |
continued from page 43
|
|
|
2000
|
|
3 |
p. 48-48
|
artikel
|
| 54 |
Critical friends: supporting leadership, improving learning
|
Swaffield, Sue
|
|
2004
|
|
3 |
p. 267-278
|
artikel
|
| 55 |
Curriculum change management and workload
|
Alkahtani, Aishah
|
|
2017
|
|
3 |
p. 209-221
|
artikel
|
| 56 |
Dear Editors
|
Allen, Robert
|
|
1998
|
|
3 |
p. 19-19
|
artikel
|
| 57 |
Dear Editors
|
Gilmour, Maurice
|
|
1998
|
|
3 |
p. 19-19
|
artikel
|
| 58 |
Democracy or a command curriculum
|
Hunt, George
|
|
2001
|
|
3 |
p. 51-58
|
artikel
|
| 59 |
Developing a practical approach to creativity and collaborative groupwork
|
Farquhar, Karen
|
|
2004
|
|
3 |
p. 287-295
|
artikel
|
| 60 |
Do resources matter? PISA science achievement comparisons between students in the United States, Canada and Finland
|
Beese, Jane
|
|
2010
|
|
3 |
p. 266-279
|
artikel
|
| 61 |
Echoing with the voices of victims: Reflection on Vietnamese lessons on the Japanese experiences of atomic bombs
|
Saito, Eisuke
|
|
2010
|
|
3 |
p. 221-234
|
artikel
|
| 62 |
Editorial
|
Wrigley, Terry
|
|
2010
|
|
3 |
p. 203-203
|
artikel
|
| 63 |
Editorial
|
|
|
2015
|
|
3 |
p. 205-206
|
artikel
|
| 64 |
Editorial
|
Learmonth, James
|
|
1998
|
|
3 |
p. 3-3
|
artikel
|
| 65 |
Editorial
|
Byrom, Tina
|
|
2009
|
|
3 |
p. 194-195
|
artikel
|
| 66 |
Editorial: Improvement is about learning
|
Wrigley, Terry
|
|
2004
|
|
3 |
p. 211-212
|
artikel
|
| 67 |
Editorial Improving Schools
|
Eggleston, John
|
|
2000
|
|
3 |
p. 2-2
|
artikel
|
| 68 |
Educational infrastructures and organisational memory: Observations from a Swedish perspective
|
Nordholm, Daniel
|
|
2018
|
|
3 |
p. 255-268
|
artikel
|
| 69 |
Employing formative assessment in the classroom
|
Harris, Linda
|
|
2007
|
|
3 |
p. 249-260
|
artikel
|
| 70 |
Escaping from the bottom set: finding a voice for school improvement
|
Peacock, Alison
|
|
2006
|
|
3 |
p. 251-259
|
artikel
|
| 71 |
Evidence-based teaching: Rhetoric and reality
|
Wrigley, Terry
|
|
2015
|
|
3 |
p. 277-287
|
artikel
|
| 72 |
Experiencing Exclusion
|
Pomeroy, Eva
|
|
2000
|
|
3 |
p. 10-19
|
artikel
|
| 73 |
Exploring contributions of project-based learning to health and wellbeing in secondary education
|
Allison, Pete
|
|
2015
|
|
3 |
p. 207-220
|
artikel
|
| 74 |
Exploring the impact of social inequality and poverty on the mental health and wellbeing and attainment of children and young people in Scotland
|
Mowat, Joan Gaynor
|
|
2019
|
|
3 |
p. 204-223
|
artikel
|
| 75 |
External change agents in developed and developing countries
|
Mir Afzal Tajik,
|
|
2008
|
|
3 |
p. 251-271
|
artikel
|
| 76 |
Feeling compromised - the impact on teachers of the performance culture
|
Clarke, Paul
|
|
2001
|
|
3 |
p. 23-32
|
artikel
|
| 77 |
Four Rs for urban high school reform: Re-envisioning, reculturation, restructuring, and remoralization
|
Hemmings, Annette
|
|
2012
|
|
3 |
p. 198-210
|
artikel
|
| 78 |
Getting together to improve the school environment: user consultation, participatory design and student voice
|
Woolner, Pam
|
|
2007
|
|
3 |
p. 233-248
|
artikel
|
| 79 |
Ghosts from the past: Exploring community cultures and school cultures in relation to poverty
|
Ivinson, Gabrielle
|
|
2014
|
|
3 |
p. 250-260
|
artikel
|
| 80 |
Global creativity: introduce a creative element to your teaching through global collaborations
|
Stephenson, Peter
|
|
2004
|
|
3 |
p. 297-299
|
artikel
|
| 81 |
Helping mixed heritage children develop ‘character and resilience’ in schools
|
Lewis, Kirstin
|
|
2016
|
|
3 |
p. 197-211
|
artikel
|
| 82 |
High-achieving, low-income students’ perspectives of how schools can promote the academic achievement of students living in poverty
|
Williams, Joseph M
|
|
2019
|
|
3 |
p. 224-236
|
artikel
|
| 83 |
High pressure school reform in Brazil: the case of ‘the difficult schools’
|
Ednir, Madza
|
|
2006
|
|
3 |
p. 214-224
|
artikel
|
| 84 |
‘I don’t want to go to a crummy little university’: social class, higher education choice and the paradox of widening participation
|
Byrom, Tina
|
|
2009
|
|
3 |
p. 209-224
|
artikel
|
| 85 |
‘I liked the experiment because there aren’t too many people who come into school to burn money’: promoting participation in the sciences with chemical magic
|
Regan, Elaine
|
|
2009
|
|
3 |
p. 261-276
|
artikel
|
| 86 |
Implementing an inclusion policy in a primary school: findings and recommendations from a case study approach®
|
Hoare, Julie St Clair
|
|
2005
|
|
3 |
p. 255-268
|
artikel
|
| 87 |
Improvement — a broader view
|
Wrigley, Terry
|
|
2007
|
|
3 |
p. 203-203
|
artikel
|
| 88 |
Improving schools in poor areas: It’s not about the organisation, structures and privatisation, stupid!
|
Smyth, John
|
|
2014
|
|
3 |
p. 231-240
|
artikel
|
| 89 |
Improving the curricular experience of young people in diverse settings
|
Wrigley, Terry
|
|
2016
|
|
3 |
p. 179-180
|
artikel
|
| 90 |
Improving the learning process in the latest prefabricated school buildings
|
Pons, Oriol
|
|
2010
|
|
3 |
p. 249-265
|
artikel
|
| 91 |
Index for Volume 9 2006
|
|
|
2006
|
|
3 |
p. 302-304
|
artikel
|
| 92 |
Index for Volume 7 2004
|
|
|
2004
|
|
3 |
p. 303-304
|
artikel
|
| 93 |
Index for Volume 8 2005
|
|
|
2005
|
|
3 |
p. 287-288
|
artikel
|
| 94 |
Interprofessional collaboration in school: Effects on teaching and learning
|
Borg, Elin
|
|
2019
|
|
3 |
p. 251-266
|
artikel
|
| 95 |
Is it personal? Teacher’s personality and the principal’s role in professional learning communities
|
Benoliel, Pascale
|
|
2017
|
|
3 |
p. 222-235
|
artikel
|
| 96 |
Issues of teacher professional learning within ‘non-traditional’ classroom environments
|
Campbell, Matthew
|
|
2013
|
|
3 |
p. 209-222
|
artikel
|
| 97 |
‘I think Irish schools need to keep doing what they’re doing’: Irish teachers’ views on school autonomy after working in English academies
|
Skerritt, Craig
|
|
2019
|
|
3 |
p. 267-287
|
artikel
|
| 98 |
‘It makes sense to me’: reforming classrooms from the bottom-up: a case study in change
|
Riley, Kathryn
|
|
2004
|
|
3 |
p. 227-242
|
artikel
|
| 99 |
Light touch critical friendship
|
Swaffield, Sue
|
|
2007
|
|
3 |
p. 205-219
|
artikel
|
| 100 |
‘Listen to me when I have something to say’: students’ participation in research for sustainable school improvement
|
Bergmark, Ulrika
|
|
2009
|
|
3 |
p. 249-260
|
artikel
|
| 101 |
Living improvement 2: A case study of a secondary school in England
|
McGinity, Ruth
|
|
2012
|
|
3 |
p. 228-244
|
artikel
|
| 102 |
Making the most of your data: school self-evaluation using value added measures
|
Elliot, Karen
|
|
1998
|
|
3 |
p. 59-67
|
artikel
|
| 103 |
Middle schools and poorer neighbourhoods: between Effectiveness and the Law, Ethics and Culture model
|
Acosta, Felicitas
|
|
2006
|
|
3 |
p. 225-238
|
artikel
|
| 104 |
Millfields Community School, Hackney
|
Klein, Reva
|
|
2001
|
|
3 |
p. 3-7
|
artikel
|
| 105 |
Moroccan mothers’ involvement in dialogic literary gatherings in a Catalan urban primary school: Increasing educative interactions and improving learning
|
de Botton, Lena
|
|
2014
|
|
3 |
p. 241-249
|
artikel
|
| 106 |
National student research fairs as evidence for progress in Qatar’s Education for a New Era
|
Anderson, Margery K.
|
|
2010
|
|
3 |
p. 235-248
|
artikel
|
| 107 |
Neoliberalism, curriculum development and manifestations of ‘creativity’
|
Hakala, Juha T
|
|
2015
|
|
3 |
p. 250-262
|
artikel
|
| 108 |
New challenges of educational change
|
Wrigley, Terry
|
|
2018
|
|
3 |
p. 207-208
|
artikel
|
| 109 |
New Labour, the market and social inclusion
|
Eggleston, John
|
|
2001
|
|
3 |
p. 59-60
|
artikel
|
| 110 |
Northcote Primary School, Melbourne
|
Worrall, Peter
|
|
1998
|
|
3 |
p. 4-8
|
artikel
|
| 111 |
Notes and News
|
|
|
2000
|
|
3 |
p. 49-55
|
artikel
|
| 112 |
Overcoming stereotypes, discovering hidden capitals
|
Beckett, Lori
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2014
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p. 217-230
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Parental reactions to the special education individual education program process: Looking through the lens of grief
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Haley, Melinda
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2013
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3 |
p. 232-243
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artikel
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| 114 |
Parent voice: knowledge, values and viewpoint
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Lumby, Jacky
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2007
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3 |
p. 220-232
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artikel
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| 115 |
Participation in mathematics: what is the problem?
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Noyes, Andrew
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2009
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3 |
p. 277-288
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artikel
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| 116 |
Paying attention to context and culture
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Wrigley, Terry
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2012
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3 |
p. 183-184
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artikel
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| 117 |
Pedagogies for Improving Schools — an Invitation to Debate
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Wrigley, Terry
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2000
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3 |
p. 38-43
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artikel
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| 118 |
Poverty and underachievement: False trails and new directions
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Wrigley, Terry
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2014
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3 |
p. 197-202
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artikel
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| 119 |
Progressive mastery through deliberate practice: A promising approach for improving writing
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Panero, Nell Scharff
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2016
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3 |
p. 229-245
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| 120 |
Project-based learning: A review of the literature
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Kokotsaki, Dimitra
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2016
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3 |
p. 267-277
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artikel
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| 121 |
Reconstructing professional learning community as collective creation
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Allen, David
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2013
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3 |
p. 191-208
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artikel
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| 122 |
Reducing student ‘suspension rates’ and engaging students in learning: principal and teacher approaches that work
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Riordan, Geoff
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2006
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3 |
p. 239-250
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artikel
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| 123 |
Relationships: The key to successful transition from primary to secondary school?
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Coffey, Anne
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2013
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3 |
p. 261-271
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artikel
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| 124 |
Relationships with families: Have educators overlooked a critical piece of the puzzle?
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Buchanan, Karen
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2017
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3 |
p. 236-246
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artikel
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| 125 |
Repositioning science reform efforts: Four practical recommendations from the field
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Ness, Daniel
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2016
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3 |
p. 258-266
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artikel
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| 126 |
Responding to schoolgirl pregnancy: the recognition and non-recognition of difference
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Vincent, Kerry
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2009
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3 |
p. 225-236
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artikel
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| 127 |
Risk and responsibility: the potential of peer teaching to address negative leadership
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Morrison, Morag
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2004
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3 |
p. 217-226
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artikel
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| 128 |
School Improvement and Globalisation: a Response To Michael Barber
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Wrigley, Terry
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2000
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3 |
p. 3-5
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artikel
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| 129 |
School improvements in Abu Dhabi, United Arab Emirates: Asking the ‘expert witnesses’
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Dickson, Martina
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2013
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3 |
p. 272-284
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artikel
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| 130 |
Schools and poverty: questioning the Effectiveness and Improvement paradigms
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Wrigley, Terry
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2006
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3 |
p. 273-290
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artikel
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| 131 |
School technology leadership in a Spanish secondary school: The TEI model
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Gallego-Arrufat, María-Jesús
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2017
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3 |
p. 247-263
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artikel
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| 132 |
Secondary education students’ preferences regarding their participation in group work: The case of Greece
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Koutrouba, Konstantina
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2012
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3 |
p. 245-259
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artikel
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| 133 |
Sharing knowledge for school improvement
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Wrigley, Terry
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2019
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3 |
p. 203
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| 134 |
Structural prerequisites for principals' and teachers' communication about teaching and learning issues
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Ärlestig, Helene
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2008
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3 |
p. 189-203
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| 135 |
Taking school improvement ® into the classroom
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Ainscow, Mel
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1998
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3 |
p. 43-48
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artikel
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| 136 |
Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK
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López-Vargas, Omar
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2017
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3 |
p. 264-277
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artikel
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| 137 |
Teachers’ responsibility and expectations: Dependent on the school organisation?
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Sæbø, Grethe Ingebrigtsvold
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2018
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3 |
p. 285-295
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artikel
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| 138 |
Teaching assistants' perceptions of their professional role and their experiences of doing a Foundation Degree
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Dunne, Linda
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2008
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3 |
p. 239-249
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artikel
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| 139 |
Teaching Commitment and School Development
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Draper, Janet
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2000
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3 |
p. 27-32
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| 140 |
Teamwork doubting and doubting teamwork
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Benoliel, Pascale
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2018
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3 |
p. 225-239
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artikel
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| 141 |
Telling stories: sustaining improvement in schools operating under adverse conditions
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Hayes, Debra
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2006
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3 |
p. 203-213
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artikel
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| 142 |
The challenge facing newly appointed headteachers in managing school improvement
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Golightly, Jane
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1998
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3 |
p. 37-38
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artikel
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| 143 |
The Changing Politics of Primary Education
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Batteson, Charles
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2000
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p. 44-48
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artikel
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| 144 |
The ‘culture’ factor
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Wrigley, Terry
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2005
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3 |
p. 219-220
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| 145 |
The diversity of change
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Wrigley, Terry
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2008
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3 |
p. 187-188
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| 146 |
The emotions and relations of school change
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2013
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3 |
p. 189-190
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artikel
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| 147 |
The Factors and Strategies Which Contribute To School Improvement
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Merrett, Gena
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2000
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3 |
p. 33-37
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| 148 |
The gender facilitative school: Advocating authenticity for gender expansive children in pre-adolescence
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Luecke, Julie C
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2018
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p. 269-284
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| 149 |
The IT Resource
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1998
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p. 11-13
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| 150 |
The Managed Heart
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Duignan, Patrick A.
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2001
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3 |
p. 33-39
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artikel
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| 151 |
The nested systems of local school development: Understanding improved interaction and capacities in the different sub-systems of schools
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Adolfsson, Carl-Henrik
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2017
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3 |
p. 195-208
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artikel
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| 152 |
The relationship of child poverty to school education
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McKinney, Stephen
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2014
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3 |
p. 203-216
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artikel
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| 153 |
The School-Community Integrated Learning pathway: Exploring a new way to prepare and induct final-year preservice teachers
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Hudson, Suzanne
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2015
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3 |
p. 221-235
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artikel
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| 154 |
The setting-up of multi-site school collaboratives: The benefits of this organizational reform in terms of networking opportunities and their effects
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Mifsud, Denise
|
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2015
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3 |
p. 236-249
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artikel
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| 155 |
The `smaller' the school, the better? the Smaller Learning Communities (SLC) program in US high schools
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Lee, Moosung
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2007
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3 |
p. 261-282
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artikel
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| 156 |
The theory into practice dilemma: Lesson planning challenges facing Botswana student-teachers
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Boikhutso, Keene
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2010
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p. 205-220
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artikel
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| 157 |
The use of a diamond ranking and peer interviews to capture pupils’ perspectives
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Niemi, Reetta
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2018
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3 |
p. 240-254
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| 158 |
Third space epistemologies: Ethnicity and belonging in an ‘immigrant’-dominated upper secondary school in Norway
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Thomas, Paul
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2016
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3 |
p. 212-228
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| 159 |
To set or not to set; is that the question?
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Boyd, Brian
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2007
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p. 283-294
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| 160 |
To think or not to think: a preliminary investigation into the effects of teaching thinking
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Simister, Jane
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2004
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p. 243-254
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| 161 |
Towards a democratic school: The experience of secondary school pupils
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Simó, Núria
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2016
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p. 181-196
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| 162 |
Transposing a culture: reflections on the leadership of a closing school®
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Roberts, Amanda
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2005
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3 |
p. 237-253
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| 163 |
Two high schools and the road to full inclusion: A comparison study
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Pierson, Melinda R
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2013
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p. 223-231
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| 164 |
Understanding and enriching young people's learning: issues, complexities and challenges®
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Carnell, Eileen
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2005
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3 |
p. 269-284
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| 165 |
Understanding creativity and its implications for schools
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Hayes, Denis
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2004
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3 |
p. 279-286
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| 166 |
Understanding friendship between critical friends
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Gibbs, Paul
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2008
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3 |
p. 213-225
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| 167 |
Unlocking the potential: inspection as a mechanism for school improvement
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Chapman, Chris
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2001
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3 |
p. 41-50
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| 168 |
Vic: The challenges facing schools in a small, newly diverse, Catalan city
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Simó, Núria
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2012
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p. 211-227
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| 169 |
What does anyone know about peer mediation?®
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Flecknoe, Mervyn
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2005
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p. 221-235
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| 170 |
What do the Arts teach?
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Eisner, Elliot
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1998
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p. 32-36
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| 171 |
What is the tune, and who is the piper?
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Wrigley, Terry
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2001
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3 |
p. 1-2
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| 172 |
What's New in School Development and Development Planning?
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Harris, Alma
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1998
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p. 9-10
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artikel
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| 173 |
What urban parents want: A parent network’s negotiation of school choice and advocacy efforts in underserved city schools
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Hill, Kirsten Dara
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2018
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|
3 |
p. 209-224
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| 174 |
When at-risk students defy the odds
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Aronson, Rosa
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2001
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3 |
p. 9-22
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| 175 |
When teaching gets tough – Professional community inhibitors of teacher-targeted bullying and turnover intentions
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Pyhältö, Kirsi
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2015
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p. 263-276
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When teaching makes a difference: a case study on language teaching in the final primary year
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Picaroni, Beatriz
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2004
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p. 255-266
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‘Why didn’t they ask me?’: Student perspectives on a school improvement initiative
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Scanlon, Lesley
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2012
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p. 185-197
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| 178 |
Working in systems: An ongoing issue
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Wrigley, Terry
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2017
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p. 193-194
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| 179 |
Year 8 - a Suitable Case for ® School Improvement
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Doddington, Chris
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1998
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p. 39-42
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| 180 |
'Yes, but...' A continuing debate
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Durrant, Judith
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1998
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p. 15-17
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Young people, imagination and re-engagement in the middle years
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Bland, Derek
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2009
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p. 237-248
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