The Enactment Of Cognitive Science Informed Approaches In The Classroom - Teacher Experiences And Contextual Dimensions-Reference-Cited by-同舟云学术

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The Enactment Of Cognitive Science Informed Approaches In The Classroom - Teacher Experiences And Contextual Dimensions

Published:2023-09-07 Issue: Volume: Page:1-20
ISSN:0007-1005
Container-title:British Journal of Educational Studies
language:en
Short-container-title:British Journal of Educational Studies

Author:

Jørgensen Clara Rübner¹^ORCID,Perry Thomas²^ORCID,Lea Rosanna³^ORCID

Affiliation:

1. Department for Disability Inclusion and Special Needs, School of Education, University of Birmingham, Birmingham, UK

2. Department for Education Studies, University of Warwick, Coventry, UK

3. School of Education, University of Birmingham, Birmingham, UK

Funder

Education Endowment Foundation

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00071005.2023.2245438

Reference35 articles.

1. Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms

2. New evidence on teachers’ working hours in England. An empirical analysis of four datasets

3. The Ambition Institute. (2020) Teacher Handbook (London, UK, The Ambition Institute and the Department for Education).

4. Reconsidering the concept of difference: A proposal to connect education and neuroscience in new ways

5. How Schools Do Policy

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