Annette MacDonald, Penelope Weston, Monica Taylor, Gari Lewis
01 September 1998
Drawing on evidence collected through school case studies and a national survey, as well as on published material, the authors consider how primary and secondary schools have actually interpreted and applied the advice they have received from national and local experts and advisers. The report also discusses an apparent shift in priorities from 'differentiation' to 'target-setting', and its implications for classroom practice.
Learning from differentiation , Learning from differentiation , Learning from differentiation , Non-formal learning , Survey of teachers 2010 , What leads to positive change in teaching practice?