Citations (20)
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Laura Black, Julian Williams, Sophina Choudry, Kelly Pickard-Smith & Bethany Ryan. (2019) Identification with early primary school mathematics: a home–school activity theory conceptualisation and methodology. Cambridge Journal of Education 49:3, pages 349-368.
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Anne Kristin Rønsen. (2013) What teachers say and what students perceive – Interpretations of feedback in teacher-student assessment dialogues. Education Inquiry 4:3.
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Andrew Pollard. (2007) The Identity and Learning Programme: ‘principled pragmatism’ in a 12-year longitudinal ethnography. Ethnography and Education 2:1, pages 1-19.
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Caroline Gipps & Pat Tunstall. (1998) Effort, Ability and the Teacher: young children's explanations for success and failure. Oxford Review of Education 24:2, pages 149-165.
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Pat Tunstall & Caroline Gsipps. (1996) Teacher Feedback to Young Children in Formative Assessment: a typology. British Educational Research Journal 22:4, pages 389-404.
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Geoff Troman. (1996) No Entry Signs: educational change and some problems encountered in negotiating entry to educational settings. British Educational Research Journal 22:1, pages 71-88.
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Penelope Harnett. (1993) Identifying Progression in Children's Understanding: the use of visual materials to assess primary school children's learning in history. Cambridge Journal of Education 23:2, pages 137-154.
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Peter Woods. (1993) Critical Events in Education. British Journal of Sociology of Education 14:4, pages 355-371.
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Lynn Jones & Rob Moore. (1992) Equal Opportunities: the curriculum and the subject. Cambridge Journal of Education 22:2, pages 243-252.
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Articles from other publishers (7)
Bonnie Adair‐Hauck & Francis J. Troyan. (2013) A Descriptive and Co‐Constructive Approach to Integrated Performance Assessment Feedback. Foreign Language Annals 46:1, pages 23-44.
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CAROLINE GIPPS. (2016) Chapter 10: Socio-Cultural Aspects of Assessment. Review of Research in Education 24:1, pages 355-392.
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Silvia GherardiDavide Nicolini & Francesca Odella. (2016) Toward a Social Understanding of How People Learn in Organizations. Management Learning 29:3, pages 273-297.
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Penny Oldfather & Karin Dahl. (2016) Toward a Social Constructivist Reconceptualization of Intrinsic Motivation for Literacy Learning. Journal of Reading Behavior 26:2, pages 139-158.
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