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  German childhood services emphasise social pedagogy 

  Hohmann, U; Campbell-Barr, V (2017-07-02)
• (C)old beginnings and technologies of rectification in early years education: the implications for teachers and children with special educational needs 

  Done, EJ; Andrews,, MJ; Evenden, C
• (C)old beginnings and technologies of rectification in early years education: the implications for teachers and children with special educational needs 

  Done, EJ; Andrews,, MJ; Evenden, C
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  The responsibilisation of teachers: a neoliberal solution to the problem of inclusion 

  Done, EJ; Murphy, M (2018-01-02)

  © 2016 Informa UK Limited, trading as Taylor & Francis Group. This paper critically examines competing demands placed on teachers, with reference to recent inclusion policy in England and Australia. The authors draw on ...
• Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity 

  Done, L; Murphy, M; Watt, M (2016-11-30)
• Building learning partnerships between schools and universities: an example from south-west England 

  Passy, RA; Georgeson, J; Gompertz, B
• Exploring transitions into the undergraduate University world using a student-centred framework 

  Gibson, S; Grace, A; O'Sullivan, C; Pritchard, C
• Can we have an international approach to child-centred early childhood practice? 

  Georgeson, J; Campbell-Barr, V; Bakosi, É; Nemes, M; Pálfi, S; Sorzio, P (Routledge, 2015-04-30)
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  The gender and ethnicity attainment gap 

  Cotton, DRE; George, R; Joyner, M (Plymouth, 2013-03-01)
• The positions of primary and secondary schools in the English school field: a case of durable inequality 

  Coldron, J; Crawford, M; Jones, S; Simkins, T (2015-01-01)

  © 2014 Taylor & Francis. In interviews as part of a research study of structural reform in England, some tension between primary head teachers and their secondary peers was evident. This was symptomatic of a long-standing ...

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