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Class composition as a frame of reference for teachers? The influence of class context on teacher recommendations
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Tracking and sense of futility: the impact of between-school tracking versus within-school tracking in secondary education in Flanders (Belgium)
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Managing legitimacy in the educational quasi-market: a study of ethnically diverse, inclusive schools in Flanders
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Achieving ethnic minority students inclusion: a Flemish school’s discursive practices countering the quasi-market pressure to exclude
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Researching race/ethnicity and educational inequality in the Netherlands: a critical review of the research literature between 1980 and 2008
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School ethnic composition and aspirations of immigrant students in Belgium
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The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers
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Pupils’ Perspectives on Racism and Differential Treatment by Teachers: on Stragglers, the Ill and Being Deviant