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Issue Date | Title | Author(s) |
---|---|---|
2012 | Institutional conceptualisations of teacher education as academic work in England | Ellis, V; McNicholl, J; Pendry, A |
2013 | Gifted and talented education: The English policy highway at a crossroads? | Koshy, V |
2013 | ‘Are we being de-gifted, Miss?’ Primary school gifted and talented co-ordinators’ responses to the Gifted and Talented Education Policy in England | Koshy, V; Pinheiro-Torres, C |
2017 | P4C after Auschwitz: On immanence and transcendence in education. | Biesta, G |
2017 | Learning about A level physics students’ understandings of particle physics using concept mapping | Gourlay, H |
2017 | What knowledge is necessary to encourage mathematical talk? | Ineson, EG |
2016 | Mathematical talk: links with Subject Knowledge? | Ineson, EG |
2017 | Is there a need for the re(dis)covery of teaching? | Biesta, G |
2016 | Thinking differently about continuing professional development: teachers’ narratives of professional learning | Chappell, A |
2016 | Insider research: it’s all about me? | Chappell, A |