Making decisions about attainment grouping in mathematics: teacher agency and autonomy in Norway
Author:
Affiliation:
1. Faculty of Education and International Studies, OsloMet – Oslo Metropolitan University, Oslo, Norway
2. Education and Social Research Institute, Manchester Metropolitan University, Manchester, UK
Funder
Norges Forskningsråd
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02671522.2022.2135014
Reference41 articles.
1. Diversity, Inclusion and Equity in Mathematics Classrooms: From Individual Problems to Collective Possibility
2. Askew, M., J. Hodgen, S. Hossain, and N. Bretscher. 2010.Values and Variables: Mathematics Education in high-performing Countries. London: Nuffield Foundation.
3. Questions of autonomy in English teachers’ discursive practices
4. The role of beliefs in teacher agency
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1. Teacher Learning towards Equitable Mathematics Classrooms: Reframing Problems of Practice;Education Sciences;2023-09-19
2. The effect of level-marked mathematics tasks on students’ self-efficacy: An experimental study;Frontiers in Psychology;2023-03-17
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