Two- and Three-Year Achievement Results From the Memphis Restructuring Initiative

By Ross Steven M.   Sanders William L.   Wright S. Paul   Stringfield Sam   Wang L. Weiping   Alberg Marty  

School Effectiveness and School Improvement, Vol. 12, Iss. 3, 2001-09 ,pp. : 323-346

Routledge Ltd

Access to resources Recommend Favorite

‘…, But I cannot do research’: action-research and early childhood teachers. A case study from Greece

By Magos Kostas  

Teachers and Teaching: Theory and Practice, Vol. 18, Iss. 3, 2012-06 ,pp. : 331-343

Routledge Ltd

Access to resources Recommend Favorite

Socio-scientific issues and the quality of exploratory talk—what can be learned from schools involved in a ‘collapsed day' project?

By Harris Richard   Ratcliffe Mary  

The Curriculum Journal, Vol. 16, Iss. 4, 2005-12 ,pp. : 439-453

Routledge Ltd

Access to resources Recommend Favorite

Three-year results of the Friendly Schools whole-of-school intervention on children’s bullying behaviour

By Cross Donna   Monks Helen   Hall Marg   Shaw Thérèse   Pintabona Yolanda   Erceg Erin   Hamilton Greg   Roberts Clare   Waters Stacey   Lester Leanne  

British Educational Research Journal, Vol. 37, Iss. 1, 2011-02 ,pp. : 105-129

Routledge Ltd

Access to resources Recommend Favorite

Effects of job-embedded professional development on inclusion of students with disabilities in content area classrooms: results of a three-year study

By Strieker Toni   Logan Kent   Kuhel Karen  

International Journal of Inclusive Education, Vol. 16, Iss. 10, 2012-10 ,pp. : 1047-1065

Routledge Ltd

Access to resources Recommend Favorite