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RESEARCHTeaching Approaches to Prom
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ContentsPageExecutive Summary 4Chap
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Executive SummaryIntroductionThis r
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• interviews were carried out wit
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ImplicationsThere are three keys ar
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could be enabled to reach their pot
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Chapter 2 Literature review2.0 Intr
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can all be seen as falling within t
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2.2.3 Ability groupingIn spite of m
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found that students’ orientation
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2.2.8 Special programmes and withdr
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Desforges’ (2003) conclusion is t
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learning was greater than their own
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2.4.2 Gender and assessmentResearch
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• School-level leadership issues
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achievement, each of the case study
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3.2.2 Procedures for data collectio
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There is a considerable level of ec
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children. By having some focus grou
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and varying across sex in each scho
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There were, however, interesting di
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“The NNS and NLS improved subject
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“People feel safe with number wor
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might exist to account for reaching
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“Mental work…problem solving…
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Chapter 5 The influence of school p
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- Page 109 and 110: Appendix 3Head teacher Interview pr
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16 (To Y6 Teachers only) How would
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18 (Y6 only) How do you feel about
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20 Would you talk about how curricu
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22 How would you describe the seati
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22 To what type of feedback do you
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Appendix 5 Pupil focus groups.A. Ba
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C. Classroom teaching approaches: 1
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How are they different?How are they
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In mathematics?Encouragement / reas
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10. When was your last homework in
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3. Think of materials you use and t
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176
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ListPrompts.Intellectual demand?Pup
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General observation. . PromptsAmoun
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4. Classroom environment, including
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3. Tasks and activities in main par
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6. What social skills did pupils pr
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To boys - examples?To girls - examp
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5. Responses of boys and girls to t