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Transition and beyond: Moving forward together |
Matthiae, J. and Gaynor, G. |
20/10/2016 - 15:28 |
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The Effectiveness of Teachers' Use of Non-literal Language in the Classroom |
Marshman, Alison |
20/10/2016 - 15:28 |
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Improving written vocabulary through paired spelling |
Marlin, Robin |
20/10/2016 - 15:28 |
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Effectively supporting students' transition into AS level study |
Lysandrou, Jacqueline |
20/10/2016 - 15:28 |
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The teacher - learning support assistant role |
Lund, Barbara |
20/10/2016 - 15:28 |
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Can observation improve PE teaching |
Lucas, Tracey |
20/10/2016 - 15:28 |
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Lets work together supporting mathematics subject leaders through clustering |
Lord, Emma, Hancocks, Elaine and Sykes, Rachel |
20/10/2016 - 15:28 |
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Developing Skills in Mathematical Explanation |
Loomes, Maureen |
20/10/2016 - 15:28 |
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Conclusions from user feedback on use of learning platform |
Lockwood, Brian |
20/10/2016 - 15:28 |
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The role of digital voice recorders in promoting learner autonomy |
Lewandowski, Marcin |
20/10/2016 - 15:28 |
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Engaging with each other: how interactions between teachers inform professional practice |
Letman, Simon |
20/10/2016 - 15:28 |
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Effective communication in mathematics |
Lee, Clare |
20/10/2016 - 15:28 |
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Maths is good for you: teaching mathematics in a historical context |
Lawrence, Snezana |
20/10/2016 - 15:28 |
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Knowledge and understanding + skills = wonder child? |
Laing, Sue, Scriven, Bethan and Baskerville, Mary |
20/10/2016 - 15:28 |
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Children writing: shaping words, shaping thoughts |
King, Gill |
20/10/2016 - 15:28 |
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Raising awareness of more able children |
Khalil, Laura |
20/10/2016 - 15:28 |
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Creative Thinking in a Community of Enquiry |
Jones, Hanneke |
20/10/2016 - 15:28 |
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Learning to Listen |
Jeffries, Kath and Newton, Liz |
20/10/2016 - 15:28 |
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"Contexts of meaning": Assessing bilingual pupils' comprehension of text |
Janes, Emily |
20/10/2016 - 15:28 |
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How mentoring can raise standards of achievement |
Hylan, Ian |
20/10/2016 - 15:28 |
