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Peer reviewedScarth, John; Hammersley, Martyn – British Educational Research Journal, 1988
Examines the impact that public examinations of students has upon teaching. The four-year study raises questions about the current assumption that public examinations cause fact-transmission teaching. Uses timings of teacher and pupil talk to examine teaching on a range of different types of courses. (GEA)
Descriptors: Comparative Analysis, Educational Policy, Educational Practices, Educational Testing
