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Number of items: 13.
Article
Archer, L;
Francis, B;
Miller, S;
Taylor, B;
Tereschenko, A;
Mazenod, A;
Pepper, D;
(2018)
The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students' views about setting.
British Educational Research Journal
, 44
(1)
pp. 119-140.
10.1002/berj.3321.
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Francis, R;
Taylor, R;
(2018)
The Problematic Interface Between Research, Policy and Practice: the Case of Attainment Grouping.
Impact: Journal of the Chartered College of Teaching
(2)
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Hetherington, L;
Hardman, M;
Noakes, J;
Wegerif, R;
(2018)
Making the case for a material-dialogic approach to science education.
Studies in Science Education
, 54
(2)
pp. 141-176.
10.1080/03057267.2019.1598036.
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Mazenod, A;
Francis, B;
Archer, L;
Hodgen, J;
Taylor, B;
Tereshchenko, A;
Pepper, D;
(2018)
Nurturing Learning or Encouraging Dependency? Teacher Constructions of Students in Lower Attainment Groups in English Secondary Schools.
Cambridge Journal of Education
10.1080/0305764X.2018.1441372.
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Tereshchenko, A;
Francis, R;
Archer, L;
Hodgen, J;
Mazenod, A;
Taylor, B;
Pepper, D;
(2018)
Learners’ attitudes to mixed-attainment grouping: Examining the views of students of high, middle and low attainment.
Research Papers in Education
10.1080/02671522.2018.1452962.
(In press).
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Wood, A;
(2018)
Economies of School-building: the Selling of Architectural and Educational Futures.
Ardeth
, 3
(2)
pp. 137-157.
10.17454/ARDETH03.08.
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Report
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Francis, R;
Taylor, R;
Hodgen, J;
Tereshchenko, A;
Archer, L;
(2018)
Dos and Don'ts of Attainment Grouping.
UCL Institute of Education: London, UK.
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Hodgen, J;
Anders, J;
Bretscher, N;
Hardman, M;
(2018)
Pilot Evaluation Protocol: SMART Spaces (Chemistry Teaching - Pilot Trial).
(SMART Spaces
).
EEF (Education Endowment Foundation): London.
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Hodgen, J;
Anders, J;
Bretscher, N;
Hardman, M;
(2018)
Trial Evaluation Protocol: SMART Spaces (Spaced Learning Revision Programme).
(SMART Spaces
).
EEF (Education Endowment Foundation): London.
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Taylor, R;
Yandell, J;
(2018)
Developing Best Practice in Mixed Attainment English.
UCL Institute of Education: London.
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Walker, Kate;
Pillinger, Claire;
Brown, Sarah;
(2018)
Characteristics and motivations of
perpetrators of child sexual exploitation:
A rapid evidence assessment of research.
Centre of Expertise on Child Sexual Abuse (CSA): Ilford, UK.
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Conference item
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Hardman, M;
(2018)
How does learning emerge in science classrooms?
Presented at: CogSciSci - A Meeting of Minds, London, UK.
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Hetherington, L;
Hardman, M;
Wegerif, R;
(2018)
Making the case for a Material-Dialogic theory for Science Education.
Presented at: 2018 European Conference for Educational Research (ECER 2018), Bolzano, Italy.
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