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Research Papers in Education Volume 9, 1994 - Issue 3
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Original Articles

The Standard Assessment Tasks and the boycott at Key Stage 1: teachers’ and headteachers’ views in six inner‐city schools

Anne WestView further author information
,
Pam Sammons
,
Jean Hailes
&
Desmond Nuttall
Pages 321-337 | Published online: 09 Jul 2006

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Zeta Williams-Brown, Alan Hodkinson & Michael Jopling. (2023) Mission impossible: inclusive teaching in a standards-driven system. Education 3-13 0:0, pages 1-13.
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David Meechan, Zeta Williams-Brown, Tracy Whatmore & Simon Halfhead. (2022) Once, twice, three times a failure: time to permanently scrap statutory reception baseline assessment in England?. Education 3-13 0:0, pages 1-14.
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Kathryn Spicksley. (2022) Hard work / workload: discursive constructions of teacher work in policy and practice. Teachers and Teaching 28:5, pages 517-532.
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Zeta Williams-Brown & Michael Jopling. (2021) ‘Measuring a plant doesn’t help it to grow’: teacher’s perspectives on the standards agenda in England. Education 3-13 49:2, pages 227-240.
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Zeta Brown & Ken Manktelow. (2016) Perspectives on the standards agenda: exploring the agenda's impact on primary teachers' professional identities. Education 3-13 44:1, pages 68-80.
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Anne West, Jean Hailes & Pam Sammons. (1997) Children's Attitudes to the National Curriculum at Key Stage 1. British Educational Research Journal 23:5, pages 597-613.
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Pamela Sammons, Anne West & Audrey Hind. (1997) Accounting for Variations in Pupil Attainment at the End of Key Stage 1. British Educational Research Journal 23:4, pages 489-511.
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Pam Sammons, Anne West & Jean Hailes. (1996) Teacher Assessment in the Inner City at Key Stage 1. Educational Studies 22:2, pages 261-276.
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Anne West. (1996) Children With and Without ‘Additional Educational Needs’ at Key Stage 1 in Six Inner City Schools‐‐teaching and learning processes and policy implications. British Educational Research Journal 22:1, pages 113-127.
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Anne West, Jean Hailes & Pam Sammons. (1995) Classroom Organisation and Teaching Approaches at Key Stage One: meeting the needs of children with and without additional educational needs in five inner city schools. Educational Studies 21:1, pages 99-117.
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