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JACKSON, Colin and POVEY, Hilary (2017). "No, it just didn't work": a teacher's reflections on all-attainment teaching. In: DOOLEY, Thérèse and GEUEDET, Ghislaine, (eds.) Proceedings of the Tenth Congress of the European. Dublin, Ireland, Institute of Education, Dublin City University, 1545-1552.
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Abstract
Setting - the practice by which learners are allocated to different classes on the basis of perceived ability - is a social justice issue. Despite overwhelming evidence that, overall, setting is educationally harmful and in discriminatory ways, the practice is almost universal in English secondary mathematics classrooms. To gain insight into this apparent contradiction, we offer the story of a single teacher's ultimate rejection of all-attainment teaching.
| Item Type: | Book Section |
|---|---|
| Departments - Does NOT include content added after October 2018: | Faculty of Social Sciences and Humanities > Department of Teacher Education |
| Page Range: | 1545-1552 |
| Depositing User: | Hilary Povey |
| Date Deposited: | 18 Aug 2017 10:44 |
| Last Modified: | 18 Mar 2021 06:46 |
| URI: | https://shura.shu.ac.uk/id/eprint/16244 |
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