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Simon Brownhill, Paul Warwick, Jane Warwick & Eva Brown Hajdukova. (2021) ‘Role model’ or ‘facilitator’? Exploring male teachers’ and male trainees’ perceptions of the term ‘role model’ in England. Gender and Education 33:6, pages 645-660.
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Zi Yan, Ziqi Li, Ernesto Panadero, Min Yang, Lan Yang & Hongling Lao. (2021) A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice 28:3, pages 228-260.
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Sérgio Gaitas & Margarida Alves Martins. (2015) Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education 30:4, pages 492-505.
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Khajornsak Buaraphan. (2011) Metaphorical Roots of Beliefs about Teaching and Learning Science and their Modifications in the Standard‐Based Science Teacher Preparation Programme. International Journal of Science Education 33:11, pages 1571-1595.
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Salah Troudi & Fatma Alwan. (2010) Teachers’ feelings during curriculum change in the United Arab Emirates: opening Pandora’s box. Teacher Development 14:1, pages 107-121.
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Linda Wilson, Carolyn Andrew & John Below. (2006) A comparison of teacher/pupil interaction within mathematics lessons in St Petersburg, Russia and the North‐East of England. British Educational Research Journal 32:3, pages 411-441.
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Kate Bullock & Yolande Muschamp. (2006) Learning about learning in the primary school. Cambridge Journal of Education 36:1, pages 49-62.
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Barbara MacGilchrist. (2003) Primary learners of the future — laying the foundations for lifelong learning in the primary school. Education 3-13 31:1, pages 58-65.
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Linda Wilson, Carolyn Andrew & Svetlana Sourikova. (2001) Shape and Structure in Primary Mathematics Lessons: A comparative study in the North-east of England and St Petersburg, Russia - some implications for the daily mathematics lesson. British Educational Research Journal 27:1, pages 29-58.
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Articles from other publishers (3)
Ben Knight. 2022. Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications. Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications.
Ali Yildirim & Koray Kasapoglu. (2015) Teachers’ perceptions of constructivist curriculum change as a predictor of their perceptions of the implementation of constructivist teaching–learning activities. Asia Pacific Education Review 16:4, pages 565-577.
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Çiğdem Haser & Jon R. Star. (2009) Change in beliefs after first-year of teaching: The case of Turkish national curriculum context. International Journal of Educational Development 29:3, pages 293-302.
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