What Teachers Do: changing policy and practice in primary education

By John Robinson. 2002

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Teachers' summative practices and assessment for learning – tensions and synergies (2005, background): “In such circumstances teachers make little use of assessment formatively to help the learning process (Broadfoot et al., 1998; Reay & Wiliam, 1999; Osborn et al., 2000; Pollard et al., 2000).”
Pressures, rewards and teacher retention: a comparative study of primary teaching in England and Finland (2004, background): “English teachers in the York-Jyväskylä Teacher Professionalism Project thought that the provision of INSET for government initiatives and school needs was good, although they felt that there was inadequate opportunity for training to meet their specific individual needs which might differ from tho”