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Teacher Expectations: Impact on Student Academic Outcomes

University of Auckland Christine Rubie-Davies
Education

Teachers are expected to put on a brave face and ignore their emotions

Curtin University Saul Karnovsky
Behavioral economics

Career choice motivation using behavioral strategies

S o Paulo School of Economics-FGV Nicolás Ajzenman
Education

Celebrating diversity: Focusing on inclusion

University of Southern Queensland
Education

Word and Actions: Teaching Languages through the Lens of Social Justice

Concordia College
Education

Factors Affecting Kenyan Secondary Teachers’ Technology Integration

Syracuse University
Education

Ways Your Child Can Get the Best Out of School

UNSW Sydney
Education

Developing Children’s Physical Literacy

Curtin University
Education

ITE Framework

Sheffield Hallam University
Education

Grammar School Expansion

Nottingham Trent University
Education

Using Assessment to Promote Learning

University of New South Wales
Education

Specialist expertise in coaching headteachers

Leeds Beckett University
Education

Making most of the spectrum of mentoring and coaching in education

Leeds Beckett University
Education

Diversity in Teacher Education

Bath Spa University
Education

Teacher’s well being and work-life balance

Canterbury Christ Church University
Education

A Good Teacher

University of Warwick
Education

The school as a learning organisation

UCL Institute of Education
Education

Absence, substititability and productivity: evidence from teachers

UCL Institute of Education
Education

Problematizing lesson study and its impacts

University of Wolverhampton
Education

How do Classroom Dynamics Affect Learning?

UCL Institute of Education
Education

Advice for women entering the teaching profession

Raynham Primary School
Education

Raising students aspirations

Raynham Primary School
Education

The benefits of combining language acquisition and explicit instruction approaches

Stanford University
Education

Overcoming the barriers of distance: using mobile technology to facilitate best practice in ITT

University of Greenwich
Education

Investigating the Impact of accredited CPD for teachers

University of East London
Education

Why are You Shouting at Us? The Dos and Dont’s of Behaviour Management

Oasis Community Learning
Education

The case of GCSE re-sit students, teachers and policymakers in 2016-17

Anglia Ruskin University
Education

Inclusion as education policy: a self-evident good?

Anglia Ruskin University
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