Department-initiated change
This paper reports the activity of three secondary school mathematics departments in England in self-initiated states of change that led to overall improvements in students’ achievements when compared to previous cohorts. This took place without intervention and without their participation in extern...
| Hoofdauteurs: | , |
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| Formaat: | Journal article |
| Taal: | English |
| Gepubliceerd in: |
Kluwer Academic Publishers
2014
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