Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/211
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2005
Citation: 
Proceedings of the Redesigning pedagogy: research, policy, practice conference, Singapore, May - June 2005.
Abstract: 
Using a case study approach, this paper will explore these issues by considering outcomes from action research projects undertaken by a small group of London Primary School teachers as part of a DFES-funded scheme and attempt to identify some characteristics of classrooms where ‘learning transformations’ may be taking place.
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Appears in Collections:CRPP - Conference Papers

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