Citations (17)
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H. Özden Bademci, Elçin Sakmar-Balkan, E. Figen Karadayı, Carmel Cefai, Ceren Alkan & Nasir Warfa. (2020) Inclusive education and early school leaving in Bulgaria, Italy, Malta, Romania and Turkey comparative study. Pastoral Care in Education 38:2, pages 174-186.
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Mary McAlinden & Andrew Noyes. (2019) Assessing mathematics within advanced school science qualifications. Assessment in Education: Principles, Policy & Practice 26:3, pages 340-355.
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David Pomeroy. (2017) Interpreting unproblematic high achievement in mathematics: towards theoretical reflexivity. Gender and Education 29:6, pages 748-763.
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Erna Nairz-Wirth & Klaus Feldmann. (2017) Teachers’ views on the impact of teacher–student relationships on school dropout: a Bourdieusian analysis of misrecognition. Pedagogy, Culture & Society 25:1, pages 121-136.
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Andrew Noyes. (2016) Bringing Bourdieu to mathematics education: a response to Williams and Choudry. Research in Mathematics Education 18:1, pages 22-26.
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Lisa Darragh. (2013) Constructing confidence and identities of belonging in mathematics at the transition to secondary school. Research in Mathematics Education 15:3, pages 215-229.
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Andrew Noyes. (2013) Scale in education research: towards a multi-scale methodology. International Journal of Research & Method in Education 36:2, pages 101-116.
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Brenda Bicknell & Tracy Riley. (2013) School Transition and Mathematically Gifted Students
. Gifted and Talented International 28:1-2, pages 135-148.
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Andrew Noyes. (2012) It matters which class you are in: student-centred teaching and the enjoyment of learning mathematics. Research in Mathematics Education 14:3, pages 273-290.
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Rachel Dann. (2011) Secondary transition experiences for pupils with Autistic Spectrum Conditions (ASCs). Educational Psychology in Practice 27:3, pages 293-312.
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Marilyn Osborn, Elizabeth McNess & Andrew Pollard. (2006) Identity and transfer: a new focus for home–school knowledge exchange. Educational Review 58:4, pages 415-433.
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Articles from other publishers (6)
Jeffery Quaye & David Pomeroy. (2021) Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis. Educational Studies in Mathematics 109:1, pages 155-175.
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Divya Jindal-Snape, Jennifer E. Symonds, Elizabeth F. S. Hannah & William Barlow. (2021) Conceptualising Primary-Secondary School Transitions: A Systematic Mapping Review of Worldviews, Theories and Frameworks. Frontiers in Education 6.
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Monique Verhoeven, Bonne J.H. Zijlstra & Monique Volman. (2021) Understanding school engagement: The role of contextual continuities and discontinuities in adolescents' learner identities. Learning, Culture and Social Interaction 28, pages 100460.
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Emine ÖZDEMİR & Burcu SEZGİNSOY ŞEKER. (2019) İlkokul Öğrencilerinin Matematik Kaygılarının İncelenmesi Ve Metaforik Algılarının Sınıf Öğretmenleri İle Karşılaştırılması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 32:1, pages 167-191.
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Donato Deieso & Barry J. Fraser. (2018) Learning environment, attitudes and anxiety across the transition from primary to secondary school mathematics. Learning Environments Research 22:1, pages 133-152.
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Jennifer E. Symonds & Maurice Galton. (2014) Moving to the next school at age 10-14 years: an international review of psychological development at school transition. Review of Education 2:1, pages 1-27.
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