Result 1 to 20 of 27 total
Investigating expected progress in mathematics in an English secondary school. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick’s College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 48-53 (2015).
1
Implementing benchmark testing for formative purposes: teacher voices about what works. (English)
Educ. Assess. Eval. Account. 27, No. 4, 347-375 (2015).
2
The impact of school management practices on educational performance: evidence from public schools in São Paulo. (English)
Econ. Educ. Rev. 48, 1-15 (2015).
3
Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test. (English)
J. Sch. Psychol. 53, No. 1, 45-62 (2015).
4
Reflections on policy. (English)
Fried, Michael N. (ed.) et al., Mathematics and mathematics education. Searching for common ground. Dordrecht: Springer (ISBN 978-94-007-7472-8/hbk; 978-94-007-7473-5/ebook). Advances in Mathematics Education, 277-295 (2014).
5
A workplace contextualisation of mathematics: measuring workplace context complexity. (English)
Adults Learn. Math. 9, No. 1, 85-99 (2014).
6
Teacher identity and tensions of teaching mathematics in high-stakes accountability contexts. (English)
Lo, Jane-Jane (ed.) et al., Research trends in mathematics teacher education. Selected papers based on the presentations at the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA, Kalamazoo, MI, USA, November 1‒4, 2012. Cham: Springer (ISBN 978-3-319-02561-2/hbk; 978-3-319-02562-9/ebook). Research in Mathematics Education, 133-153 (2014).
7
Understanding and using feedback ‒ a review of empirical studies concerning feedback from external evaluations to teachers. (English)
Educ. Res. Rev. 9, 174-190 (2013).
8
The impact of accountability on teachers’ assessments of student performance: a social cognitive analysis. (English)
Soc. Psychol. Educ. 16, No. 2, 215-239 (2013).
9
Student accountability in a required college calculus course. (English)
Math. Comput. Educ. 47, No. 3, 204-223 (2013).
10
Value-added or value-taken-away? (English)
Math. Sch. (Leicester) 42, No. 4, 5-6 (2013).
11
An “inverse" relationship between mathematics identities and classroom practices among early career elementary teachers: the impact of accountability. (English)
J. Math. Behav. 32, No. 3, 633-648 (2013).
12
High school students’ goals for working together in mathematics class: mediating the practical rationality of studenting. (English)
Math. Think. Learn. 15, No. 1, 24-57 (2013).
13
Problematizing the didactic triangle. (English)
ZDM, Int. J. Math. Educ. 44, No. 5, 587-599 (2012).
14
Performance effects of failure to make adequate yearly progress (AYP): evidence from a regression discontinuity framework. (English)
Econ. Educ. Rev. 30, No. 4, 702-723 (2011).
15
The English assessment regime: how consistency and standards stifle innovation and improved validity for the assessment of mathematics. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 31, No. 2. Proceedings of the day conference, Leeds, UK, June 2011. London: British Society for Research into Learning Mathematics (BSRLM). 61-66 (2011).
16
Ensuring instruction changes: evidence based teaching ‒ how can lesson study inform coaching, instructional rounds and learning walks? (English)
J. Sci. Math. Educ. Southeast Asia 34, No. 1, special issue: lesson study, 111-133 (2011).
17
Early entry in GCSE mathematics. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 31, No. 1. Proceedings of the day conference, Institute of Education, London, UK, March 11, 2011. London: British Society for Research into Learning Mathematics (BSRLM). 127-131 (2011).
18
Accountability conversations: mathematics teachers’ learning through challenge and solidarity. (English)
J. Math. Teach. Educ. 14, No. 6, 419-439 (2011).
19
Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. (English)
Math. Teach. Educ. Dev. 13, No. 1, 6-33 (2011).
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Result 1 to 20 of 27 total
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