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10a. Cordingley, P., Bell, M., Rundell, B. & Evans, D. (2003) The impact of collaborative CPD on classroom teaching and learning. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London [Online]. Available at: http://www.eppi.ioe.ac.uk/cms/Default.aspx?tabid=132.
10b. Cordingley, P., Bell, M., Thomason, S. & Firth, A. (2005) The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London [Online]. Available at: http://www.eppi.ioe.ac.uk/cms/Default.aspx?tabid=136.
10c. Cordingley, P., Bell, M., Evans, D. & Firth, A. (2005) The impact of collaborative CPD on classroom teaching and learning. Review: What do teacher impact data tell us about collaborative CPD? London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London [Online]. Available at: http://www.eppi.ioe.ac.uk/cms/Default.aspx?tabid=139.
10d. Cordingley, P., Bell, M., Isham, C., Evans, D. & Firth, A. (2007) What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Available at: http://www.eppi.ioe.ac.uk/cms/Default.aspx?tabid=2275.
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