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Educational Studies Volume 22, 1996 - Issue 1
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Original Articles

Gender Differences in Teacher Response to School Inspection

Nicola Brimblecombe School of Education, Oxford Brookes University, Wheatley, Oxford OX33 1HX, UK
,
Michael Ormston School of Education, Oxford Brookes University, Wheatley, Oxford OX33 1HX, UK
&
Marian Shaw School of Education, Oxford Brookes University, Wheatley, Oxford OX33 1HX, UK
Pages 27-40 | Published online: 06 Jul 2006

Citations (6)

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Read on this site (5)

Valerie Hey & Simon Bradford. (2004) The return of the repressed?: the gender politics of emergent forms of professionalism in education. Journal of Education Policy 19:6, pages 691-713.
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Tali Heiman. (2004) Examination of the Salutogenic Model, Support Resources, Coping Style, and Stressors Among Israeli University Students. The Journal of Psychology 138:6, pages 505-520.
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Louise Morley & Naz Rassool. (2000) School effectiveness: new managerialism, quality and the Japanization of education. Journal of Education Policy 15:2, pages 169-183.
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Neil Ferguson, Peter Earley, Janet Ouston & Brian Fidler. (1999) New heads, OFSTED inspections and the prospects for school improvement. Educational Research 41:3, pages 241-249.
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Kathryn McClurg, Ian Cantley & Caitlin Donnelly. The possibilities and problematics of school evaluation: post-primary teachers’ perspectives on the impact of school inspections in a high stakes inspection system. Irish Educational Studies 0:0, pages 1-23.
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Articles from other publishers (1)

Inga Wagner. (2020) Effectiveness and perceived usefulness of follow-up classroom observations after school inspections in Northern Germany. Studies in Educational Evaluation 67, pages 100913.
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