Citations (12)
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Florentia Loizou. (2016) Changes in teaching in order to help students with learning difficulties improve in Cypriot primary classes. Education 3-13 44:4, pages 371-390.
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Takalani S. Mashau & Cosmas Maphosa. (2014) Facilitation of Learning in the University:. Journal of Social Sciences 41:3, pages 403-414.
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Florentia Loizou. (2014) Organisational conditions to boost or limit professional development in the Cypriot primary school. Education 3-13 42:2, pages 171-189.
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Florentia Loizou. (2013) The limiting power of Cypriot primary school teachers' private reflections on practice. Education 3-13 41:5, pages 485-500.
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Sylvia
Yee Fan Tang, Pamela
Pui Wan Leung, Alice
Wai Kwan Chow & Ping
Man Wong. (2010) A case study of teacher learning in an assessment for learning project in Hong Kong. Professional Development in Education 36:4, pages 621-636.
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Yee Fan Tang. (2010) Teachers’ professional knowledge construction in Assessment for Learning. Teachers and Teaching 16:6, pages 665-678.
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Louis Volante. (2010)
Assessment of, for, and as Learning within Schools: Implications for Transforming Classroom Practice
. Action in Teacher Education 31:4, pages 66-75.
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Articles from other publishers (5)
Rachael H. Kenney, Michael Lolkus & Yukiko Maeda. (2023) Formative Assessment in Secondary Mathematics: Moving Theory to Recommendations for Evidence-Based Practice. Mathematics Teacher Educator 11:2, pages 76-92.
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Jill Willis & Valentina Klenowski. 2018. Teacher Learning with Classroom Assessment. Teacher Learning with Classroom Assessment
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Judith T.M. Gulikers, Harm J.A. Biemans, Renate Wesselink & Marjan van der Wel. (2013) Aligning formative and summative assessments: A collaborative action research challenging teacher conceptions. Studies in Educational Evaluation 39:2, pages 116-124.
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Nance Wilson, Vassiliki I. Zygouris-Coe, Victoria M. Cardullo & Jennifer L. Fong. 2013. Pedagogical Applications and Social Effects of Mobile Technology Integration. Pedagogical Applications and Social Effects of Mobile Technology Integration
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Gary L. Anderson & Kathryn Herr. (2011) Scaling Up “Evidence-Based” Practices for Teachers Is a Profitable but Discredited Paradigm. Educational Researcher 40:6, pages 287-289.
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