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

Anne West Centre for Educational Research, London School of Economics and Political Science, Houghton Street, London WC2A 2AE, UK

Jean Hailes Centre for Educational Research, London School of Economics and Political Science, Houghton Street, London WC2A 2AE, UK

Pam Sammons Department of Curriculum Studies, Institute of Education, University of London, Bedford Way, London WC1H OAL, UK

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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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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

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