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Cambridge Journal of Education

Volume 51 Number 1 February 2021

CONTENTS

Articles

Cambridge Journal of Education at 50: an educational retrospective
David Bridges

Investigating EFL teachers’ gender-stereotypical beliefs about learners: a mixed-methods study
Jing Li, Ros McLellan & Karen Forbes

Teacher well-being in England: teacher responses to school-level initiatives
Jude Brady & Elaine Wilson

Self-efficacy, task values, and growth mindset: what has the most predictive power to primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context?
Barry Bai, Jing Wang & Youyan Nie

The ability trap: reductionist theorising about academic ability and the ramifications for education policy and school-based practices
Laura Mazzoli Smith

How teacher competence functions as an institutionalized discourse in the epoch of globalization
Damian Trezise & Chien-Hui Tiang

Development of thinking and language skills through philosophy: a case study in Hong Kong
Chi-Ming Lam