LEADER 02480nam 22005773u 450 001 9910969192503321 005 20231002204702.0 010 $a1-04-037464-6 010 $a1-04-105399-1 010 $a1-04-037198-1 010 $a1-910391-26-3 035 $a(CKB)3710000000587848 035 $a(EBL)4389974 035 $a(SSID)ssj0001634287 035 $a(PQKBManifestationID)16386246 035 $a(PQKBTitleCode)TC0001634287 035 $a(PQKBWorkID)14950137 035 $a(PQKB)11405435 035 $a(MiAaPQ)EBC4389974 035 $a(EXLCZ)993710000000587848 100 $a20160215d2016|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAbility-grouping in Primary Schools $eCase Studies and Critical Debates 210 1$aNorthwich :$cCritical Publishing,$d2016. 215 $a1 online resource (85 pages) 225 1 $aCritical Guides for Teacher Educators. 300 $aDescription based upon print version of record. 311 08$a1-910391-24-7 327 $aHalf-title; Series page; Title; Copyright; Contents; Foreword; About the series editor and author; Acknowledgements; Chapter 1 Introduction; Chapter 2 Ability-grouping: theory, policy and practice; Chapter 3 Riverside, Avenue and Parkview Primary Schools; Chapter 4 Ability-labelling and children's identities; Chapter 5 Ability-grouping and pedagogic practices; Chapter 6 More than pedagogy: ability-grouping and the primary school environment; Chapter 7 How do children experience ability practices in the primary classroom?; Chapter 8 Conclusion: should we just change the language?; References 327 $aIndex 330 $aThis book links theory, policy and practice in a critical examination of ability-grouping practices and their implications in primary schools, with particular reference to primary mathematics. 410 0$aCritical Guides for Teacher Educators 606 $aMathematics 606 $aEducation, Elementary 606 $aPhysical sciences 615 0$aMathematics. 615 0$aEducation, Elementary. 615 0$aPhysical sciences. 700 $aMarks$b Rachel$c(College teacher)$01791264 701 $aMenter$b Ian$01791265 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910969192503321 996 $aAbility-grouping in Primary Schools$94328388 997 $aUNINA