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Number of items: 8.
Article
Connolly, P;
Taylor, R;
Francis, R;
Archer, L;
Hodgen, J;
Mazenod, A;
Tereshchenko, A;
(2019)
The misallocation of students to academic sets in maths: A study of secondary schools in England.
British Educational Research Journal
, 45
(4)
pp. 873-897.
10.1002/berj.3530.
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Flynn, S;
Hardman, M;
(2019)
The Use of Interactive Fiction to Promote Conceptual Change in Science - A Forceful Adventure.
Science and Education
, 28
(1-2)
pp. 127-152.
10.1007/s11191-019-00032-6.
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Francis, RJ;
Archer, L;
Mazenod, A;
Craig, N;
Taylor, B;
Tereshchenko, A;
Hodgen, J;
(2019)
Teacher ‘quality’ and attainment grouping: the role of within-school teacher deployment in social and educational inequality.
Teaching and Teacher Education
, 77
pp. 183-192.
10.1016/j.tate.2018.10.001.
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Hardman, M;
(2019)
Ghosts in the Curriculum—Reframing Concepts as Multiplicities.
Journal of Philosophy of Education
, 53
(2)
pp. 273-292.
10.1111/1467-9752.12339.
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Mazenod, A;
Hodgen, J;
Francis, B;
Taylor, B;
Tereshchenko, A;
(2019)
Students' university aspirations and attainment grouping in secondary schools.
Higher Education
, 78
pp. 511-527.
10.1007/s10734-018-0355-x.
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Taylor, B;
Francis, RJ;
Craig, N;
Archer, L;
Hodgen, J;
Mazenod, A;
Tereshchenko, A;
(2019)
Why is it difficult for schools to establish equitable practices in allocating students to attainment 'sets'?
British Journal of Educational Studies
, 67
(1)
pp. 5-24.
10.1080/00071005.2018.1424317.
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Tereshchenko, A;
Bradbury, A;
Archer, L;
(2019)
Eastern European migrants' experiences of racism in English schools: positions of marginal whiteness and linguistic otherness.
Whiteness & Education
, 4
(1)
pp. 53-71.
10.1080/23793406.2019.1584048.
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Report
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Hodgen, J;
Taylor, R;
Anders, J;
Tereshchenko, A;
Francis, R;
(2019)
The Student Grouping Study: investigating the effects of setting and mixed attainment grouping.
Education Endowment Foundation: London, UK.
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