Evidence from full-inclusion model: the social position and sense of belonging of students with special educational needs and their peers in Italian primary school

By Nepi Lucia Donata  

European Journal of Special Needs Education, Vol. 28, Iss. 3, 2013-08 ,pp. : 319-332

Routledge Ltd

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The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers

By Kalambouka Afroditi   Farrell Peter   Dyson Alan   Kaplan Ian  

Educational Research, Vol. 49, Iss. 4, 2007-12 ,pp. : 365-382

Routledge Ltd

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Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

By Earle Sarah  

Research in Science & Technological Education, Vol. 32, Iss. 2, 2014-05 ,pp. : 216-228

Routledge Ltd

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Evidence for the Efficacy of Systemic Models of Practice from a Cross-sectional Survey of Schools' Satisfaction with their Educational Psychologists

By Boyle James   MacKay Tommy  

Educational Psychology in Practice, Vol. 23, Iss. 1, 2007-03 ,pp. : 19-31

Routledge Ltd

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An Investigation into Gender Bias in Educational Software Used in English Primary Schools

By Bradshaw Jackie   Clegg Sue   Trayhurn Deborah  

Gender and Education, Vol. 7, Iss. 2, 1995-06 ,pp. : 167-174

Routledge Ltd

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