the quality of teaching—as perceived by the students; • teacher expectations; • teachers’ conceptions of teaching, learning, assessment, and the students—this relates to teachers’ views on whether all students can progress and whether achievement for all is changeable (or fixed), and on whether progress is understood and articulated by teachers; • teacher openness—whether teachers are prepared to be surprised; • classroom climate—having a warm socio-emotional climate in the classroom where errors are not only tolerated but welcomed; • a focus on teacher clarity in articulating
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The teacher brings to learning.
