Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet (English)
- New search for: Scholes, Laura
- New search for: McDonald, Sarah
- New search for: Stahl, Garth
- New search for: Comber, Barbara
- New search for: Scholes, Laura
- New search for: McDonald, Sarah
- New search for: Stahl, Garth
- New search for: Comber, Barbara
In:
British Educational Research Journal
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50
, 1
;
53-72
;
2024
- Article (Journal) / Electronic Resource
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Title:Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet
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Contributors:Scholes, Laura ( author ) / McDonald, Sarah ( author ) / Stahl, Garth ( author ) / Comber, Barbara ( author )
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Published in:British Educational Research Journal ; 50, 1 ; 53-72
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Publisher:
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Publication date:2024-02-01
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Size:20 pages
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ISSN:
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DOI:
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Type of media:Article (Journal)
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Type of material:Electronic Resource
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Language:English
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Keywords:
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Source:
Table of contents – Volume 50, 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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Educational research in the global north and south; reflections on the field and future directionsHoskins, Kate / Wong, Billy / Mckenzie, Alison / Xu, Yuwei / Cheng, Ming / Read, Barbara et al. | 2024
- 6
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Mainstream and special schools’ use of well‐being programmes: A regional surveyNisar, Atiyya / Hastings, Richard P. / Watkins, Richard C. / Williams, Sharon et al. | 2024
- 32
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Re‐examining the functioning of educational markets: Does the private‐subsidised sector contribute to school diversification?Carrasco, Alejandro / Gutiérrez, Gabriel et al. | 2024
- 53
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Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internetScholes, Laura / McDonald, Sarah / Stahl, Garth / Comber, Barbara et al. | 2024
- 73
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Constructing and enacting language teacher identities: Distinctive pathways and divergent practicesTaşdemir, Hanife / Seferoğlu, Gölge et al. | 2024
- 93
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The ups and downs in perceived societal appreciation of the teaching profession during COVID‐19: A longitudinal trajectory analysisKim, Lisa E. / Owusu, Keziah / Asbury, Kathryn et al. | 2024
- 112
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Teachers’ responses to ethnic discrimination: An exploratory study in Flemish secondary schoolsHagenaars, Marloes / Lafrarchi, Naïma / Vantieghem, Wendelien / Stevens, Peter A. J. et al. | 2024
- 134
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‘It's missing the heart of what writing is about’: teachers' interpretations of writing assessment criteriaClarkson, Rebecca et al. | 2024
- 162
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Rurality, socio‐economic disadvantage and educational mobility: A Scottish case studyBorbely, Daniel / Gehrsitz, Markus / McIntyre, Stuart / Rossi, Gennaro / Roy, Graeme et al. | 2024
- 183
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I and Thou? Challenges to dialogical pedagogy in a diverse London secondary schoolSoye, Emma et al. | 2024
- 200
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The impact of student conduct problems on teacher wellbeing following the onset of the Covid‐19 pandemic: An Interpretative Phenomenological AnalysisOxley, Laura / Asbury, Kathryn / Kim, Lisa E. et al. | 2024
- 218
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Relationship between homework time and academic and non‐academic performance in China: A preliminary test of the nonlinear hypothesisShao, Yueyang / Liu, Hongyun / Zhao, Pingping / Liu, Qimeng / Liu, Jian et al. | 2024
- 241
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Variation in Black students’ conceptions of academic supportMimirinis, Mike / Ventouris, Annita / Wright, Elina et al. | 2024
- 260
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Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literatureKoutsouris, George / Bremner, Nicholas / Stentiford, Lauren et al. | 2024
- 287
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(Re)moving exclusions: School exclusion reduction in Glasgow and LondonBillingham, Luke / Gillon, Fern et al. | 2024
- 307
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Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educatorsManca, Stefania / Raffaghelli, Juliana Elisa / Sangrà, Albert et al. | 2024
- 331
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When constellations align: What early childhood pre‐service teachers need from online learning to become confident and competent teachers of the artsCain, Melissa / Burke, Katie / Nislev, Eva et al. | 2024
- 348
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Does grammar school attendance increase the likelihood of attending a prestigious UK university?Capsada‐Munsech, Queralt / Boliver, Vikki et al. | 2024
- 367
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Nationalising the international in China: A phenomenological study on the purpose of international schooling in an era of regulationPoole, Adam / Qin, Yunyun et al. | 2024
- 385
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Music always helps: Associations of music subject choices with academic achievement in secondary educationLevstek, Maruša / Elliott, Daniel / Banerjee, Robin et al. | 2024
- 414
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Failing children with Special Educational Needs and Disabilities in England: New evidence of poor outcomes and a postcode lottery at the Local Authority level at Key Stage 1Azpitarte, Francisco / Holt, Louise et al. | 2024
- 438
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How robust are socio‐economic achievement gradients using PISA data? A case study from GermanyJerrim, John / Zieger, Laura et al. | 2024
- i
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Issue Information| 2024