Conclusion: Implications for Policy and Practice

Author:

Cantley Ian

Publisher

Springer International Publishing

Reference23 articles.

1. Adams, R. (2015, May 14). Surge in young people seeking help for exam stress. The Guardian. https://www.theguardian.com/education/2015/may/14/calls-to-childline-over-exam-stress-break-records

2. Boyle, C. (2010). Lotteries for education: Origins, experiences, lessons. Imprint Academic.

3. Bramley, T. (2007). Paired comparison methods. In P. Newton, J. Baird, H. Goldstein, H. Patrick, & P. Tymms (Eds.), Techniques for monitoring the comparability of examination standards (pp. 246–294). Qualifications and Curriculum Authority.

4. Cribb, J., Jesson, D., Sibieta, L., Skipp, A., & Vignoles, A. (2014). Poor grammar: Entry into grammar schools for disadvantaged pupils in England. The Sutton Trust. https://www.suttontrust.com/wp-content/uploads/2013/11/PoorGrammar2013.pdf

5. Cullinane, C., Hillary, J., Andrade, J., & Stephen, M. (2017). Selective comprehensives 2017: Admissions to high-attaining non-selective schools for disadvantaged pupils. The Sutton Trust. https://www.suttontrust.com/wp-content/uploads/2019/12/Selective-Comprehensives-2017.pdf

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