A Scottish council commissioned a study to inform development of policy concerning ability grouping, timetabling, and other practices related to the transition from primary to secondary schooling. Although the researchers became aware that the council expected a report supportive of their policies, the data supported the view that the key to change lay with school-based policy development.
|Number of pages||14|
|Journal||Scottish Educational Review|
|Publication status||Published - Nov 2002|
- secondary education
- educational policy