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Teacher Development and Inequality in Schools: Do We Now Have a Theory of Change?

  • Shalem Y
  • De Clercq F
Springer International Publishing, (2019), 243-261
DOI: 10.1007/978-3-030-18811-5_13
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Abstract

… in mind the gaps in teacher knowledge evidenced in research. Our conclusion is that the idea of improving the performance of the most disadvantaged teachers by scripting a new practice and putting emphasis on a mix of teacher accountability and support are understandable …

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Shalem, Y., & De Clercq, F. (2019). Teacher Development and Inequality in Schools: Do We Now Have a Theory of Change? In South African Schooling: The Enigma of Inequality (pp. 243–261). Springer International Publishing. https://doi.org/10.1007/978-3-030-18811-5_13

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