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Journal of Education Policy Volume 26, 2011 - Issue 2
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Articles

Variations on a middle class theme: English primary schools in socially advantaged contexts

Martin Thrupp School of Education, University of Waikato, Hamilton, New ZealandCorrespondence[email protected]
&
Ruth Lupton Centre for Analysis of Social Exclusion, London School of Economics and Political Science, London, UK
Pages 289-312 | Received 25 Feb 2010, Accepted 10 Jul 2010, Published online: 22 Mar 2011

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Read on this site (4)

Louise Gazeley. (2022) Problematising flagship ‘disadvantage’ policies in English schools: agenda setting and incoherence in the absence of an over-arching theory of change. International Studies in Sociology of Education 0:0, pages 1-22.
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Alejandro Carrasco, Gabriel Gutiérrez & Carolina Flores. (2017) Failed regulations and school composition: selective admission practices in Chilean primary schools. Journal of Education Policy 32:5, pages 642-672.
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Alejandro Carrasco & Germán Fromm. (2016) How local market pressures shape leadership practices: evidence from Chile. Journal of Educational Administration and History 48:4, pages 290-308.
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Mayke Poesen-Vandeputte & Ides Nicaise. (2015) Rich schools, poor schools. Hidden resource inequalities between primary schools. Educational Research 57:1, pages 91-109.
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Articles from other publishers (3)

Heidi Huilla. (2019) A circle of research on disadvantaged schools, improvement and test-based accountability. Improving Schools 23:1, pages 68-84.
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Jarlath Brennan & Gerry Mac Ruairc. (2017) Different worlds: The cadences of context, exploring the emotional terrain of school principals’ practice in schools in challenging circumstances. Educational Management Administration & Leadership 47:1, pages 129-146.
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Ruth Lupton & Martin Thrupp. (2012) Headteachers’ readings of and responses to disadvantaged contexts: evidence from English primary schools. British Educational Research Journal, pages 1-20.
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