Show
Sort by
-
Grade retention and academic self‐concept : a multilevel analysis of the effects of schools’ retention composition
-
Can failure be prevented? Using longitudinal data to identify at‐risk students upon entering secondary school
-
Track choice, school engagement and feelings of perceived control at the transition from primary to secondary school
-
Class composition as a frame of reference for teachers? The influence of class context on teacher recommendations
-
Reading and listening progress in segregated primary schools : does ethnic and socioeconomic classroom composition matter?
-
Tracking and sense of futility: the impact of between-school tracking versus within-school tracking in secondary education in Flanders (Belgium)
-
Managing legitimacy in the educational quasi-market: a study of ethnically diverse, inclusive schools in Flanders
-
Achieving ethnic minority students inclusion: a Flemish school’s discursive practices countering the quasi-market pressure to exclude
-
Researching race/ethnicity and educational inequality in the Netherlands: a critical review of the research literature between 1980 and 2008
-
The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers