Reasons to be cheerful. Why teachers' beliefs could yet bring about change in schools.

dc.contributor.author	Berry, Jonathan
dc.date.accessioned	2017-06-26T15:21:29Z
dc.date.available	2017-06-26T15:21:29Z
dc.date.issued	2016-05-31
dc.identifier.citation	Berry , J 2016 , ' Reasons to be cheerful. Why teachers' beliefs could yet bring about change in schools. ' , Forum , vol. 58 , no. 2 , pp. 257-266 .
dc.identifier.issn	0963-8253
dc.identifier.uri	http://hdl.handle.net/2299/18538
dc.description	Jonathan Berry, "Reasons to be cheerful. Why teachers' beliefs could yet bring about change in schools.", FORUM, Vol. 58(2): 257-266, May 2016. Under embargo. Embargo end date: 1 May 2019. Available Online at: http://www.wwwords.co.uk/rss/abstract.asp?j=forum&aid=6290&doi=1
dc.description.abstract	Despite a plethora of high-stakes testing, constant scrutiny and the drudgery of meaningless data-collection, teachers preserve a notion of education and learning that goes beyond this.	en
dc.format.extent	10
dc.format.extent	518539
dc.language.iso	eng
dc.relation.ispartof	Forum
dc.title	Reasons to be cheerful. Why teachers' beliefs could yet bring about change in schools.	en
dc.contributor.institution	School of Education
dc.contributor.institution	Education
dc.contributor.institution	Centre for Research in Professional and Work-Related Learning
dc.description.status	Non peer reviewed
dc.date.embargoedUntil	2019-05-31
rioxxterms.type	Journal Article/Review
herts.preservation.rarelyaccessed	true