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Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?

Educational review (Birmingham), 2019-07, Vol.71 (4), p.483-500

2019

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The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms

Educational review (Birmingham), 2019-01, Vol.71 (1), p.5-30

2019

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English language education in rural schools in Malaysia: a systematic review of research

Educational Review, 2023-06, Vol.75 (4), p.787-804

Renganathan, Sumathi

2023

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School equity, marketisation and access to the Australian senior secondary curriculum

Educational review (Birmingham), 2023-02, Vol.75 (2), p.243-263

2023

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Virtues, values and the fracturing of civic and moral virtue in citizenship education policy in England

Educational review (Birmingham), 2023-11, Vol.75 (7), p.1313-1328

2023

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The crypto-growth of "International Schooling": emergent issues and implications

Educational review (Birmingham), 2022, Vol.74 (1), p.39-56

Bunnell, Tristan

2022

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Education for global citizenship: teacher agency and curricular structure in Ontario schools

Educational review (Birmingham), 2006-02, Vol.58 (1), p.41-50

Schweisfurth, Michele

2006

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Towards a social and epistemic justice approach for exploring the injustices of English as a Medium of Instruction in basic education

Educational review (Birmingham), 2022-07, Vol.74 (5), p.927-941

Milligan, Lizzi O.

2022

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Open for business: a quantitative analysis of teachers' experiences of marketisation in international schools

Educational review (Birmingham), 2024-06, Vol.76 (4), p.915-937

Winchip, Emily

2024

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Girls, mental health and academic achievement: a qualitative systematic review

Educational Review, 2023-09, Vol.75 (6), p.1224-1254

2023

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The "private" in the privatisation of schools: the case of Chile

Educational review (Birmingham), 2019-01, Vol.71 (1), p.67-80

2019

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Towards a new era of character education in theory and in practice

Educational review (Birmingham), 2015-01, Vol.67 (1), p.79-96

2015

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Reshaping teacher education through the professional continuum

Educational review (Birmingham), 2015-04, Vol.67 (2), p.158-178

2015

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A tension between rationalities: "off-rolling" as gaming and the implications for head teachers and the inclusion agenda

Educational review (Birmingham), 2022-11, Vol.74 (7), p.1322-1341

2022

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Public accountability and workforce diversity in Canadian public education sector

Educational review (Birmingham), 2020-09, Vol.72 (5), p.650-662

Dandala, Saturnin

2020

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Singapore schools and professional learning communities: teacher professional development and school leadership in an Asian hierarchical system

Educational review (Birmingham), 2012-11, Vol.64 (4), p.405-424

2012

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"Education cannot cease": the experiences of parents of primary age children (age 4-11) in Northern Ireland during school closures due to COVID-19

Educational review (Birmingham), 2023-06, Vol.75 (4), p.657-679

2023

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Towards neuroparenting? An analysis of the discourses underpinning social and emotional learning (SEL) initiatives in English schools

Educational review (Birmingham), 2021-05, Vol.73 (3), p.279-296

Rawdin, Clare

2021

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Measuring privatisation in education: methodological challenges and possibilities

Educational review (Birmingham), 2019-01, Vol.71 (1), p.81-100

2019

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Reimagining teaching excellence: why collaboration, rather than competition, holds the key to improving teaching and learning in higher education

Educational review (Birmingham), 2019-01, Vol.71 (1), p.122-139

2019

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Reframing the English grammar schools debate

Educational review (Birmingham), 2017-01, Vol.69 (1), p.1-24

2017

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Tensions in defining quality pre-school education: the Singapore context

Educational review (Birmingham), 2013-11, Vol.65 (4), p.416-431

Lim-Ratnam, Christina

2013

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Accommodating religious diversity in denominational and multi-belief settings: a cross-sectoral study of the role of ethos and leadership in Irish primary schools

Educational review (Birmingham), 2020-09, Vol.72 (5), p.601-616

2020

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Provision for mathematically able children in primary schools: a review of practice five years after England dropped the gifted and talented initiative

Educational review (Birmingham), 2018-05, Vol.70 (3), p.358-380

2018

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The Europeanisation of intercultural education? Responses from EU policy-makers

Educational review (Birmingham), 2015-04, Vol.67 (2), p.218-235

2015

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Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?

The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms

English language education in rural schools in Malaysia: a systematic review of research

School equity, marketisation and access to the Australian senior secondary curriculum

Virtues, values and the fracturing of civic and moral virtue in citizenship education policy in England

The crypto-growth of "International Schooling": emergent issues and implications

Education for global citizenship: teacher agency and curricular structure in Ontario schools

Towards a social and epistemic justice approach for exploring the injustices of English as a Medium of Instruction in basic education

Open for business: a quantitative analysis of teachers' experiences of marketisation in international schools

Girls, mental health and academic achievement: a qualitative systematic review

The "private" in the privatisation of schools: the case of Chile

Towards a new era of character education in theory and in practice

Reshaping teacher education through the professional continuum

A tension between rationalities: "off-rolling" as gaming and the implications for head teachers and the inclusion agenda

Public accountability and workforce diversity in Canadian public education sector

Singapore schools and professional learning communities: teacher professional development and school leadership in an Asian hierarchical system

"Education cannot cease": the experiences of parents of primary age children (age 4-11) in Northern Ireland during school closures due to COVID-19

Towards neuroparenting? An analysis of the discourses underpinning social and emotional learning (SEL) initiatives in English schools

Measuring privatisation in education: methodological challenges and possibilities

Reimagining teaching excellence: why collaboration, rather than competition, holds the key to improving teaching and learning in higher education

Reframing the English grammar schools debate

Tensions in defining quality pre-school education: the Singapore context

Accommodating religious diversity in denominational and multi-belief settings: a cross-sectoral study of the role of ethos and leadership in Irish primary schools

Provision for mathematically able children in primary schools: a review of practice five years after England dropped the gifted and talented initiative

The Europeanisation of intercultural education? Responses from EU policy-makers

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