ISSN 0141-1926, Online ISSN: 1469-3518
Publisher: Routledge, part of the Taylor & Francis Group
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Building research capacity collaboratively: can we take ownership of our future?
Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities
Tennent, Wayne; Stainthorp, Rhona; Stuart, Morag
Exclusion from school: what can 'included' pupils tell us?
The arts, social inclusion and social class: the case of dance
Improvement in National Test arithmetic scores at Key Stage 1: grade inflation or better achievement?
Meadows, Sara; Herrick, David; Witt, Marcus
Independent reading: the relationship of challenge, non-fiction and gender to achievement
Topping, K. J.; Samuels, J.; Paul, T.
Assessment at the boundaries: service learning as case study
The big picture? Video and the representation of interaction
Plowman, Lydia; Stephen, Christine