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The personal and professional selves of teachers: stable and unstable identities

British educational research journal, 2006-08, Vol.32 (4), p.601-616

2006

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“We Will Appreciate Each Other More After This”: Teachers' Construction of Collective and Personal Identities During Lockdown

Frontiers in psychology, 2021-08, Vol.12, p.703404-703404

2021

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Close and Conflictual: How Pupil–Teacher Relationships Can Contribute to the Alienation of Pupils from Secondary School

Education sciences, 2023-10, Vol.13 (10), p.1009

2023

Volltextzugriff (PDF)

Editorial: Effective teaching: Measurements, antecedents, correlates, characteristics, and links with outcomes

Frontiers in education (Lausanne), 2023-03, Vol.8

2023

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The development of inclusive learning relationships in mainstream settings: A multimodal perspective

Cogent education, 2017-01, Vol.4 (1), p.1304015

2017

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Observing secondary school teachers’ effective teaching behavior in the Netherlands, England, and the United States using the ICALT observation instrument

Frontiers in education (Lausanne), 2023-07, Vol.8

2023

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Uniting Teachers Through Critical Language Awareness: a Role for the Early Career Framework?

British journal of educational studies, 2024-01, Vol.72 (1), p.23-41

2024

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Stories and Statistics: Describing a Mixed Methods Study of Effective Classroom Practice

Journal of mixed methods research, 2011-04, Vol.5 (2), p.103-125

2011

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Variations in the work and lives of teachers: relative and relational effectiveness

Teachers and teaching, theory and practice, 2006-04, Vol.12 (2), p.169-192

2006

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Identity, well-being and effectiveness: the emotional contexts of teaching

Pedagogy, culture & society, 2008-03, Vol.16 (1), p.7-23

2008

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Collaborations: providing emotional support to senior leaders

Journal of professional capital and community, 2020-01, Vol.5 (1), p.1-14

2020

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Trainee teachers' experience of primary science teaching, and the perceived impact on their developing professional identity

European journal of teacher education, 2018-08, Vol.41 (4), p.529-548

2018

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Reform, standards and teacher identity: Challenges of sustaining commitment

Teaching and teacher education, 2005-07, Vol.21 (5), p.563-577

2005

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Exploring variations in teachers' work, lives and their effects on pupils: key findings and implications from a longitudinal mixed-method study

British educational research journal, 2007-10, Vol.33 (5), p.681-701

2007

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Inspiring teaching: learning from exemplary practitioners

Journal of professional capital and community, 2016-04, Vol.1 (2), p.124-144

2016

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Children's friendships and learning in school: Cognitive enhancement through social interaction?

British journal of educational psychology, 2005-12, Vol.75 (4), p.521-538

2005

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‘It ain't (only) what you do, it's the way that you do it’: A mixed method approach to the study of inspiring teachers

Review of education (Oxford), 2018-10, Vol.6 (3), p.303-356

2018

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Teachers' constructs of effective classroom practice: variations across career phases

Research papers in education, 2014-10, Vol.29 (5), p.534-556

2014

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Context and Implications Document for: ‘It ain't (only) what you do, it's the way that you do it’: A mixed method approach to the study of inspiring teachers

Review of education (Oxford), 2018-10, Vol.6 (3), p.357-359

2018

Volltextzugriff (PDF)

The Impact of School Leadership on Parental Engagement: A Study of Inclusion and Cohesion

International research in education, 2013-08, Vol.1 (1), p.129

2013

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Development of social relationships, interactions and behaviours in early education settings

Journal of early childhood research : ECR, 2013-10, Vol.11 (3), p.292-311

2013

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A Qualitative Study into Teacher–Student Interaction Strategies Employed to Support Primary School Children’s Working Memory

Education sciences, 2023-11, Vol.13 (11), p.1149

2023

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The Influence of Education on Community Cohesion: Adaptation of Policy to Practice

The Journal of educational research (Washington, D.C.), 2013-09, Vol.106 (5), p.408-418

2013

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Silver Linings? Teachers’ Reappraisals of Children’s Education in England During the First COVID-19 Pandemic Lockdown

COVID-19 and Education in the Global North, 2022, p.37-60

2022

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Methodological Synergy in a National Project: The VITAE Story

Evaluation & research in education, 2006-05, Vol.19 (2), p.102-125

2006

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The personal and professional selves of teachers: stable and unstable identities

“We Will Appreciate Each Other More After This”: Teachers' Construction of Collective and Personal Identities During Lockdown

Close and Conflictual: How Pupil–Teacher Relationships Can Contribute to the Alienation of Pupils from Secondary School

Editorial: Effective teaching: Measurements, antecedents, correlates, characteristics, and links with outcomes

The development of inclusive learning relationships in mainstream settings: A multimodal perspective

Observing secondary school teachers’ effective teaching behavior in the Netherlands, England, and the United States using the ICALT observation instrument

Uniting Teachers Through Critical Language Awareness: a Role for the Early Career Framework?

Stories and Statistics: Describing a Mixed Methods Study of Effective Classroom Practice

Variations in the work and lives of teachers: relative and relational effectiveness

Identity, well-being and effectiveness: the emotional contexts of teaching

Collaborations: providing emotional support to senior leaders

Trainee teachers' experience of primary science teaching, and the perceived impact on their developing professional identity

Reform, standards and teacher identity: Challenges of sustaining commitment

Exploring variations in teachers' work, lives and their effects on pupils: key findings and implications from a longitudinal mixed-method study

Inspiring teaching: learning from exemplary practitioners

Children's friendships and learning in school: Cognitive enhancement through social interaction?

‘It ain't (only) what you do, it's the way that you do it’: A mixed method approach to the study of inspiring teachers

Teachers' constructs of effective classroom practice: variations across career phases

Context and Implications Document for: ‘It ain't (only) what you do, it's the way that you do it’: A mixed method approach to the study of inspiring teachers

The Impact of School Leadership on Parental Engagement: A Study of Inclusion and Cohesion

Development of social relationships, interactions and behaviours in early education settings

A Qualitative Study into Teacher–Student Interaction Strategies Employed to Support Primary School Children’s Working Memory

The Influence of Education on Community Cohesion: Adaptation of Policy to Practice

Silver Linings? Teachers’ Reappraisals of Children’s Education in England During the First COVID-19 Pandemic Lockdown

Methodological Synergy in a National Project: The VITAE Story

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