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.
How to cite this publication:
Weston, P., Taylor, M., Lewis, G. and MacDonald, A. (1998). Learning from differentiation: a review of practice in primary and secondary schools. Slough: NFER.