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Promoting pupil learning within a school‐development framework
16 references·2 citing·32 second hop
Promoting pupil learning within a school‐development framework (1999)Promoting pupil learning within a school‐…Policy and Practice in Primary Education (2012)Policy and Practice in Primar…School Effectiveness for Whom? (2003)School Effectiveness for Whom?INSIDE THE PRIMARY CLASSROOM (1999)INSIDE THE PRIMARY CLASSROOMWhat Do Schools Do after OFSTED School Inspections-or before? (1997)What Do Schools Do after OFST…Teachers' personal practical knowledge on the professional knowledge landscape (1997)Teachers' personal practical …Feeling Deprofessionalised: the social construction of emotions during an OFSTED inspection (1996)Feeling Deprofessionalised: t…Planning Matters: The Impact of Development Planning in Primary Schools (1995)Planning Matters: The Impact …Mentoring for Teacher Development: Possibilities and Caveats (1995)Mentoring for Teacher Develop…Intuition or Evidence?: Teachers and National Assessment of Seven-Year-Olds (1995)Intuition or Evidence?: Teach…Defining Quality: Values, Stakeholders and Processes (1994)Defining Quality: Values, Sta…Policy and Practice in Primary Education (1992)Policy and Practice in Primar…School Matters: The Junior Years (1988)School Matters: The Junior Ye…School Matters (1988)School MattersThe Quality of Pupil Learning Experiences (1985)The Quality of Pupil Learning…Educational Research and Evaluation (1985)Educational Research and Eval…Inside the primary classroom (1980)Inside the primary classroomThe difficulties of school development planning (2006)The difficulties of school de…Starting with learning: new approaches to development and improvement planning in primary schools (2002)Starting with learning: new a…Experience and Education. (1938)Experience and Education (1986)Handbook of research on teaching (1986)Bridging the gap between research and practice (2005)Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling? (2010)Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards (2014)Action research for educational change (1991)Understanding Teacher Development (1992)Changing teachers, changing times: teachers' work and culture in the postmodern age (1994)The emotional politics of teaching and teacher development: with implications for educational leadership (1998)Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching (2005)The emotional labour of caring in teaching (2005)Increasing Teacher Effectiveness (1991)Talk, talk, talk: teaching and learning in whole class discourse (2006)Developing dialogic teaching: genesis, process, trial (2018)Pathways from Childhood to Adult Life* (1989)Learning and Teaching about Values: A review of recent research (2000)Educational Leadership and Student Achievement: The Elusive Search for an Association (2003)Is the National Numeracy Strategy Research-based? (1998)Opening classroom interaction: the importance of feedback (2006)Children, their world, their education: final report and recommendations of the Cambridge Primary Review (2010)Still no pedagogy? principle, pragmatism and compliance in primary education (2004)Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies (2012)Understanding Parameter Invariance in Unidimensional IRT Models (2006)Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies (2008)Careers Under Stress: Teacher Adaptations at a Time of Intensive Reform (2009)Developing attitude to science scales for use with children of ages from five to eleven years (2001)State of the art – teacher effectiveness and professional learning (2014)Towards an uncertain politics of professionalism: teacher and nurse identities in flux (2002)Leadership and School Results (2002)Social justice and school improvement: improving the quality of schooling in the poorest neighbourhoods (2005)Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model (2006)
this work references cited by second hop

References

  • 1988School Matters: The Junior Years1,031 cited
  • 1988School Matters617 cited
  • 1999INSIDE THE PRIMARY CLASSROOM478 cited
  • 1997Teachers' personal practical knowledge on the professional knowledge landscape419 cited
  • 1980Inside the primary classroom410 cited
  • 2003School Effectiveness for Whom?307 cited
  • 1985The Quality of Pupil Learning Experiences276 cited
  • 1985Educational Research and Evaluation223 cited
  • 1996Feeling Deprofessionalised: the social construction of emotions during an OFSTED inspection197 cited
  • 2012Policy and Practice in Primary Education163 cited
  • 1992Policy and Practice in Primary Education128 cited
  • 1995Mentoring for Teacher Development: Possibilities and Caveats122 cited
  • 1994Defining Quality: Values, Stakeholders and Processes68 cited
  • 1995Planning Matters: The Impact of Development Planning in Primary Schools55 cited
  • 1995Intuition or Evidence?: Teachers and National Assessment of Seven-Year-Olds52 cited
  • 1997What Do Schools Do after OFSTED School Inspections-or before?51 cited

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Cited by

  • 2006The difficulties of school development planning19 cited
  • 2002Starting with learning: new approaches to development and improvement planning in primary schools6 cited