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The personal and professional selves of teachers: stable and unstable identities
In much educational literature it is recognised that the broader social conditions in which teachers live and work, and the personal and professional elements of teachers' lives, experiences, beliefs
Teachers Matter: Connecting Work, Lives And Effectiveness
"Teachers Matter" offers the most definitive portrait of teachers' lives and work to date. At a time when teaching standards are high on the political and social agenda, the quality and commitment of
Identity, well‐being and effectiveness: the emotional contexts of teaching
This paper draws on findings from a four‐year longitudinal research project, commissioned by the Department for Education and Skills (DfES), which investigated Variations in Teachers’ Work, Lives and
Variations in the work and lives of teachers: relative and relational effectiveness
The VITAE project is a four‐year (2001–2005) research study, commissioned by the Department for Education and Skills, conducted with 300 teachers in 100 schools in seven local education authorities
Exploring variations in teachers' work, lives and their effects on pupils: key findings and implications from a longitudinal mixed‐method study
This article outlines the research design of a large‐scale, longitudinal research study in England intended to describe and explore variations in teachers' work, lives and their effects on pupils'
Leadership in improving schools: a qualitative perspective
This article reports early case-study data gathered from 20 schools involved in the ‘Impact of School Leadership on Pupil Outcomes’ project. We present and discuss the perceptions of headteachers and
Research into the impact of school leadership on pupil outcomes: policy and research contexts
This paper extends the introduction to the authors’ study of successful school leadership and how it influences pupil outcomes begun in the Editorial introduction. Critical to an appreciation
Children's friendships and learning in school: cognitive enhancement through social interaction?
Recommendations to use friendship as a basis for classroom grouping for cognitive tasks may facilitate performance of some pairings, but may also inhibit the performance of others, shown very clearly with regard to gender.