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Elisabeta Eriksen, Yvette Solomon, Annette Hessen Bjerke, James Gray & Bodil Kleve. (2024) Making decisions about attainment grouping in mathematics: teacher agency and autonomy in Norway. Research Papers in Education 39:3, pages 379-399.
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Claudio Allende, Juan D. Díaz, Cristóbal Villalobos, Juan Pablo Valenzuela, Ignacio Wyman & Ernesto Treviño. (2024) Effects of between-class ability grouping on secondary students’ academic achievement: quasi-experimental evidence from Chile. School Effectiveness and School Improvement 35:2, pages 161-192.
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Peter A. Hastie, Sheri J. Brock, Alice B. Buchanan & Michele E. Moore. (2023) Stakeholders’ perceptions of within-class ability grouping in a primary school physical education unit. Physical Education and Sport Pedagogy 0:0, pages 1-19.
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Shaun D. Wilkinson & Dawn Penney. (2023) A national survey of ability grouping practices in secondary school physical education in England. Research Papers in Education 0:0, pages 1-20.
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Cathleen Halligan & Ed Baines. (2023) How do teachers engage students in the lowest attaining English sets in high achieving schools? A mixed methods, multiple case study. Cambridge Journal of Education 53:1, pages 97-116.
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Shaun D. Wilkinson & Dawn Penney. (2022) Mixed-ability grouping in physical education: investigating ability and inclusivity in pedagogic practice. Sport, Education and Society 27:7, pages 775-788.
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Becky Taylor, Jeremy Hodgen, Laurie Jacques, Antonina Tereshchenko, Maria Cockerill & Rosa Kit Wan Kwok. (2022) Access to mathematics learning for lower secondary students in England during school closures: implications for equity and quality. Teachers and Teaching 0:0, pages 1-15.
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Andrew J. Scattergood. The impact of a school ability banding system on white, working-class males. British Journal of Sociology of Education 0:0, pages 1-21.
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Articles from other publishers (16)
Shaun D. Wilkinson & Dawn Penney. (2024) Students' preferences for setting and/or mixed‐ability grouping in secondary school physical education in England. British Educational Research Journal.
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Armando Loureiro & Marta de Oliveira Rodrigues. (2024) Student Grouping: Investigating a Socio-Educational Practice in a Public School in Portugal. Social Sciences 13:3, pages 141.
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Olivia Johnston, Rebecca Spooner-Lane, Wei Zhang, Suzanne Macqueen & Nerida Spina. (2024) The Equity of Class Ability Grouping Practices in Australian Education: Findings from a Survey in Western Australia and Queensland. The Asia-Pacific Education Researcher.
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Joan Puiggalí, Montse Tesouro, Dolors Cañabate & Jordi Colomer. (2023) Fostering Perceptions of Gender through Cooperative Learning. Education Sciences 13:10, pages 976.
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Olivia Johnston, Helen Wildy & Jennifer Shand. (2022) Students’ contrasting their experiences of teacher expectations in streamed and mixed ability classes: A study of Grade 10 students in Western Australia. Research Papers in Education 38:4, pages 543-567.
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Eve Francotte, Stéphane Colognesi & Liesje Coertjens. (2023) Co-creating tools to monitor first graders’ progress in reading: a balancing act between perceived usefulness, flexibility, and workload. Frontiers in Education 8.
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Jeremy Hodgen, Becky Taylor, Becky Francis, Nicole Craig, Nicola Bretscher, Antonina Tereshchenko, Paul Connolly & Anna Mazenod. (2022) The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time. British Educational Research Journal 49:2, pages 209-230.
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Marijke van Vijfeijken, Tamara van Schilt-Mol, Ron H. J. Scholte & Eddie Denessen. (2023) A quantitative study of teachers’ beliefs and practices regarding fair classroom differentiation. SN Social Sciences 3:1.
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James G. Ladwig & Amy McPherson. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Claudio Allende, Lorena Ortega & Juan Pablo Valenzuela. 2023. Educational Markets and Segregation. Educational Markets and Segregation
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Shaun D. Wilkinson & Dawn Penney. (2022) ‘The participation group means that I'm low ability’: Students’ perspectives on the enactment of ‘mixed‐ability’ grouping in secondary school physical education. British Educational Research Journal 48:5, pages 932-951.
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Roger Gomm. (2022) SATs, sets and allegations of bias: The allocation of 11‐year‐old students to mathematics sets in some English schools in 2015. A response to Connolly et al., 2019. British Educational Research Journal 48:4, pages 704-729.
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Becky Taylor. (2022) Attainment grouping and equity in English schools. Assessment and Development Matters 14:1, pages 4-8.
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Jeremy Hodgen, Colin Foster & Margaret Brown. (2021) Low attainment in mathematics: An analysis of 60 years of policy discourse in England. The Curriculum Journal 33:1, pages 5-24.
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Jane Louise Webb-Williams. (2021) Teachers’ Use of Within-Class Ability Groups in the Primary Classroom: A Mixed Methods Study of Social Comparison. Frontiers in Psychology 12.
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Andrew Marks, Geoff Woolcott & Christos Markopoulos. (2021) Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers. International Electronic Journal of Mathematics Education 16:3, pages em0657.
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