Individual target setting in a mainstream and special school: tensions in understanding and ownership

Sue Waite Faculty of Education, University of Plymouth, Douglas Avenue, Exmouth, EX8 2AT, UKCorrespondence[email protected]

Hazel Lawson Faculty of Education, University of Plymouth, Douglas Avenue, Exmouth, EX8 2AT, UK

Carolyn Bromfield Faculty of Education, University of the West of England, Bristol, UK

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Elizabeth Sach. (2015) An exploration of teachers' narratives: what are the facilitators and constraints which promote or inhibit ‘good’ formative assessment practices in schools?. Education 3-13 43:3, pages 322-335.
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Hazel Lawson, Ruth Boyask & Sue Waite. (2013) Construction of difference and diversity within policy and practice in England. Cambridge Journal of Education 43:1, pages 107-122.
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Aled Williams. (2022) Target Setting: a Case Study Looking at How Greater Collaboration Can Impact the Effectiveness of Target Setting. WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 19, pages 1879-1883.
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Individual target setting in a mainstream and special school: tensions in understanding and ownership

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Individual target setting in a mainstream and special school: tensions in understanding and ownership

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