Are school-SES effects statistical artefacts? Evidence from longitudinal population data (English)
- New search for: Marks, Gary N
- New search for: Marks, Gary N
In:
Oxford review of education
;
41
, 1
; 122
;
2015
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ISSN:
- Article (Journal) / Print
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Title:Are school-SES effects statistical artefacts? Evidence from longitudinal population data
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Contributors:Marks, Gary N ( author )
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Published in:Oxford review of education ; 41, 1 ; 122
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Publisher:
- New search for: Routledege Journals, Taylor & Francis
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Place of publication:Abingdon
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Publication date:2015
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ISSN:
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ZDBID:
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DOI:
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Type of media:Article (Journal)
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Type of material:Print
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Language:English
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Table of contents – Volume 41, Issue 1
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 1
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Michael Brock and Chelly HalseyJudge, Harry et al. | 2015
- 3
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Who has a good relationship with the teachers? A comparison of comprehensive education systems with education systems using between-school trackingVieluf, Svenja / Hochweber, Jan / Klieme, Eckhard / Kunter, Mareike et al. | 2015
- 26
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Education, employment and school religious denomination in Scotland in the 1950sPaterson, Lindsay / Calvin, Catherine / Deary, Ian J. et al. | 2015
- 47
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Parenting practices and children’s academic success in low-SES familiesMayo, Aziza / Siraj, Iram et al. | 2015
- 64
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Disciplinary traditions and the dissemination of knowledge. An international comparison of publication patterns in journals of educationErtl, Hubert / Zierer, Klaus / Phillips, David / Tippelt, Rudolf et al. | 2015
- 89
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A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012Hall, James / Eisenstadt, Naomi / Sylva, Kathy / Smith, Teresa / Sammons, Pamela / Smith, George / Evangelou, Maria / Goff, Jenny / Tanner, Emily / Agur, Maya et al. | 2015
- 105
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A review of the values that underpin the structure of an education system and its approach to disability and inclusionArduin, Sarah et al. | 2015
- 122
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Are school-SES effects statistical artefacts? Evidence from longitudinal population dataMarks, Gary N. et al. | 2015