School self-evaluation and its impact on teachers’ work in England
This study, based on in-depth interview data from a sample of schools in the midlands of England, offers an analysis of UK teachers’ perceptions and understandings of school self evaluation at a point when national accountability procedures have required that all schools complete and constantly upda...
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| Format: | Article |
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Taylor and Francis Group
2009
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| Online Access: | https://eprints.nottingham.ac.uk/27790/ |