Citations (27)
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Elisabeta Eriksen, Yvette Solomon, Annette Hessen Bjerke, James Gray & Bodil Kleve. (2022) Making decisions about attainment grouping in mathematics: teacher agency and autonomy in Norway. Research Papers in Education 0:0, pages 1-21.
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Samyia Ambreen. (2021) Children’s Perspectives Toward Ability-Based Group Work in a Primary Classroom. Journal of Research in Childhood Education 35:4, pages 651-665.
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Denise Buchanan & Ian Warwick. (2021) First do no harm: using ‘ethical triage’ to minimise causing harm when undertaking educational research among vulnerable participants. Journal of Further and Higher Education 45:8, pages 1090-1103.
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Mark Boylan. (2021) Entanglement, evaluation and practice in a professional learning innovation. Professional Development in Education 47:2-3, pages 478-492.
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Nancy Barclay. (2021) Valid and valuable: lower attaining pupils’ contributions to mixed attainment mathematics in primary schools. Research in Mathematics Education 23:2, pages 208-225.
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Alice Bradbury, Annette Braun & Laura Quick. (2021) Intervention culture, grouping and triage: high-stakes tests and practices of division in English primary schools. British Journal of Sociology of Education 42:2, pages 147-163.
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Catherine Gripton. (2020) Children’s lived experiences of ‘ability’ in the Key Stage One classroom: life on the ‘tricky table’. Cambridge Journal of Education 50:5, pages 559-578.
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Emma Towers, Becky Taylor, Antonina Tereshchenko & Anna Mazenod. (2020) ‘The reality is complex’: teachers’ and school leaders’ accounts and justifications of grouping practices in the English key stage 2 classroom. Education 3-13 48:1, pages 22-36.
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Keith Jones, Laura Black & Alf Coles. (2019) Marking 21 years of Research in Mathematics Education. Research in Mathematics Education 21:1, pages 1-5.
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Nick Pratt. (2018) Playing the levelling field: teachers’ management of assessment in English primary schools. Assessment in Education: Principles, Policy & Practice 25:5, pages 504-518.
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Julie Alderton & Sue Gifford. (2018) Teaching mathematics to lower attainers: dilemmas and discourses. Research in Mathematics Education 20:1, pages 53-69.
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Patrick Barmby. (2018) Ability-grouping in primary schools: case studies and critical debates. Research in Mathematics Education 20:1, pages 91-94.
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Andreas O. Kyriakides & Jenny Houssart. (2016) Paraprofessionals in Cyprus and England: perceptions of their role in supporting primary school mathematics. Research in Mathematics Education 18:3, pages 249-266.
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Articles from other publishers (14)
Robin Keturah Anderson, Heather West & Amanda Kates. (2022) Learning to subvert: How online learning communities can promote acts of creative insubordination. Journal of Mathematics Teacher Education 26:6, pages 735-757.
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Jose Eos Trinidad. (2023) An Organizational Sociology of Education: Using Structural, Network, and Ecological Perspectives to Study Schools. Sociological Inquiry.
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Mara Cotič, Daniel Doz, Milena Valenčič Zuljan, Amalija Žakelj & Darjo Felda. (2023) Teachers’ appraisal of various aspects of the efficiency of homogeneous and heterogeneous learning groups. International Electronic Journal of Mathematics Education 18:1, pages em0727.
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Megha Bali. (2023) Teachers’ Voices, Pedagogy and Discursive Practices in Ability Grouping Classrooms in Delhi Government Schools. Contemporary Education Dialogue 20:1, pages 39-64.
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Jeremy Hodgen, Colin Foster & Margaret Brown. (2021) Low attainment in mathematics: An analysis of 60 years of policy discourse in England. The Curriculum Journal 33:1, pages 5-24.
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David Baidoo-Anu. (2022) Between-school streaming: Unpacking the experiences of secondary school teachers and students in category C schools in Ghana. International Journal of Educational Research Open 3, pages 100188.
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Deirdre McGillicuddy. (2021) “They would make you feel stupid” - Ability grouping, Children’s friendships and psychosocial Wellbeing in Irish primary school. Learning and Instruction 75, pages 101492.
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Saetbyul Kim, Tzu-Jung Lin, Jing Chen, Jessica Logan, Kelly M. Purtell & Laura M. Justice. (2020) Influence of Teachers’ Grouping Strategies on Children’s Peer Social Experiences in Early Elementary Classrooms. Frontiers in Psychology 11.
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Jodie Hunter, Roberta Hunter & Glenda Anthony. (2019) Shifting towards equity: challenging teacher views about student capability in mathematics. Mathematics Education Research Journal 32:1, pages 37-55.
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Louise Archer, Becky Francis, Sarah Miller, Becky Taylor, Antonina Tereshchenko, Anna Mazenod, David Pepper & Mary-Claire Travers. (2018) The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students’ views about setting. British Educational Research Journal 44:1, pages 119-140.
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Glenda Anthony & Roberta Hunter. (2016) Grouping Practices in New Zealand Mathematics Classrooms: Where Are We at and Where Should We Be?. New Zealand Journal of Educational Studies 52:1, pages 73-92.
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Nick Pratt & Peter Kelly. (2016) The cultural construction of subject discipline knowledge: comparing ‘abstraction’ in two international contexts. Research in Comparative and International Education 11:4, pages 434-448.
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Eleanor Willard. (2016) Using Q methodology to investigate perspectives of secondary school children presenting with number processing difficulties. DECP Debate 1:160, pages 23-30.
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Sara Bragg. (2016) Perspectives on ‘Choice and Challenge’ in primary schools. Improving Schools 19:1, pages 80-93.
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