Learner identities, assessment and equality in early years education
This thesis is concerned with issues of policy and equality in early years classrooms in England. It explores the impact of an assessment system introduced in 2003, the Foundation Stage Profile, on Reception classes of four- and five-year-old pupils. A theoretical framework influenced by poststructu...
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University College London (University of London)
2011
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536520 |