Citations (65)
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Giorgio Ostinelli & Alberto Crescentini. (2024) Policy, culture and practice in teacher professional development in five European countries. A comparative analysis. Professional Development in Education 50:1, pages 74-90.
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Clara Rübner Jørgensen, Thomas Perry & Rosanna Lea. (2024) The Enactment Of Cognitive Science Informed Approaches In The Classroom - Teacher Experiences And Contextual Dimensions. British Journal of Educational Studies 72:1, pages 43-62.
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Martin Matthews, Sally Bamber & Luke Jones. (2023) Using found poetry to explore creativity in the professional lives of English teachers. Teachers and Teaching 29:7-8, pages 739-752.
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Craig Skerritt. (2023) School autonomy and the surveillance of teachers. International Journal of Leadership in Education 26:4, pages 553-580.
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Helen Gunter & Steve Courtney. (2023) Policy Mortality and UK Government Education Policy for Schools in England. British Journal of Educational Studies 71:4, pages 353-371.
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Eleni Lithari. (2023) Academic identity development: school experiences and the dyslexic learner. International Journal of Inclusive Education 27:8, pages 851-867.
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Dadang Sunendar & Vina Adriany. (2023) ‘It’s all about the product’: doing research in neoliberal times in Indonesian higher education. Globalisation, Societies and Education 0:0, pages 1-11.
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Malin Kronqvist Håård. (2023) Government steering and government disruption: co-operation between government and municipal actors in a state-initiated school improvement programme from the municipal actors’ perspective. Nordic Journal of Studies in Educational Policy 9:2, pages 113-125.
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Ian Cushing. (2023) Policy Mechanisms of the Standard Language Ideology in England’s Education System. Journal of Language, Identity & Education 22:3, pages 279-293.
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Jenny Lloyd & Joanne Walker. (2023) How Schools are Addressing Harmful Sexual Behaviour: findings of 14 School Audits. British Journal of Educational Studies 71:3, pages 325-342.
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Christopher Green. (2022) Consequences of neoliberal traits in curriculum design; English influences and the implementation of moral education in schools in the United Arab Emirates. Globalisation, Societies and Education 20:5, pages 669-681.
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Martin Matthews. (2022) Creativity in the lives of English teachers: voices through found poetry. English in Education 56:4, pages 357-371.
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Ilana Finefter-Rosenbluh. (2022) Between student voice-based assessment and teacher-student relationships: teachers’ responses to ‘techniques of power’ in schools. British Journal of Sociology of Education 43:6, pages 842-859.
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Julie Alderton & Nick Pratt. (2022) Filling gaps: assessment software and the production of mathematics and its teaching and learning in primary schools. Critical Studies in Education 63:4, pages 501-515.
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Ian Hardy & Stuart Woodcock. (2022) ‘Problematising’ policy in practice: principals’ perceptions of inclusion in an era of test-based accountability. Pedagogy, Culture & Society 30:4, pages 415-434.
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Jeremy Oldfield & Steph Ainsworth. (2022) Decentring the ‘resilient teacher’: exploring interactions between individuals and their social ecologies. Cambridge Journal of Education 52:4, pages 409-430.
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John Perry. (2022) ‘...to read people differently’.: The purpose of English Literature in English secondary schools. English in Education 56:3, pages 287-299.
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Jennifer Charteris. (2022) Post-panoptic accountability: making data visible through ‘data walls’ for schooling improvement. British Journal of Sociology of Education 43:3, pages 333-348.
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Johanna Mufic & Andreas Fejes. (2022) ‘Lack of quality’ in Swedish adult education: a policy study. Journal of Education Policy 37:2, pages 269-284.
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Ilana Finefter-Rosenbluh. (2022) Discipline lessons from American faith-based autonomous schools: a narrative of power and ‘mini-public’ ideology. Journal of Education Policy 37:2, pages 308-333.
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Aly Colman. (2022) SCHOOL LEADERSHIP, INSPECTION AND VISIBILITY: PANOPTICISM AND POST-PANOPTICISM IN AN ENGLISH COASTAL AREA OF DEPRIVATION. British Journal of Educational Studies 70:1, pages 3-19.
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Craig Skerritt. (2021) PRESSURE, BUREAUCRACY, ACCOUNTABILITY, AND ALL FOR SHOW: IRISH PERSPECTIVES ON LIFE INSIDE ENGLAND’S SCHOOLS. British Journal of Educational Studies 69:6, pages 693-713.
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Christian Bokhove & Sam Sims. (2021) Demonstrating the potential of text mining for analyzing school inspection reports: a sentiment analysis of 17,000 Ofsted documents. International Journal of Research & Method in Education 44:4, pages 433-445.
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Fiona James. (2021) ‘Ethics review, neoliberal governmentality and the activation of moral subjects’. Educational Philosophy and Theory 53:5, pages 548-558.
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Jimmy O’Gorman, Mark Partington, Paul Potrac & Lee Nelson. (2021) Translation, intensification and fabrication: professional football academy coaches’ enactment of the Elite Player Performance Plan. Sport, Education and Society 26:3, pages 309-325.
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Lotem Perry-Hazan. (2021) Conceptualising conflicts between student participation and other rights and interests. Discourse: Studies in the Cultural Politics of Education 42:2, pages 184-198.
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Jude Brady & Elaine Wilson. (2021) Teacher wellbeing in England: teacher responses to school-level initiatives. Cambridge Journal of Education 51:1, pages 45-63.
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Perpetua Kirby. (2020) Marshmallow claps and frozen children: sitting on the carpet in the modern ‘on-task’ primary classroom. Pedagogy, Culture & Society 28:3, pages 445-461.
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Peter Wood & Nathan Legg. (2020) Special educational needs and disability provision within an English multi-academy trust: capturing the vision of its practitioners. Education 3-13 48:3, pages 288-302.
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Peter Wood. (2020) Emotional Intelligence and Social and Emotional Learning: (Mis)Interpretation of Theory and Its Influence on Practice. Journal of Research in Childhood Education 34:1, pages 153-166.
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Craig Skerritt. (2019) Irish migrant teachers’ experiences and perceptions of autonomy and accountability in the English education system. Research Papers in Education 34:5, pages 569-596.
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Jeffrey Brooks Hall. (2018) The performative shift: middle leadership ‘in the line of fire’. Journal of Educational Administration and History 50:4, pages 364-378.
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Hanna Ahrenby. “It will take time” – visual arts teachers’ professional freedom in policy enactment. Arts Education Policy Review 0:0, pages 1-14.
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Andrew Clapham. Undiminishing school governance: investigating ‘governance maturity theory’ for school governing bodies. Journal of Education Policy 0:0, pages 1-20.
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Meng Tian. Embracing complexity: rethinking education inspection in England. Educational Review 0:0, pages 1-17.
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Articles from other publishers (30)
Jake Phillips. (2023) Regulating criminal justice: The role of procedural justice and legitimacy in the inspection of probation in England and Wales. Punishment & Society 26:2, pages 283-303.
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Sally Bamber, Sarah Blears‐Chalmers, Daryn Egan‐Simon, Christine Packer, Sarah Guest & Joanna Hall. (2024) Enabling collaborative lesson research. The Curriculum Journal.
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Meng Tian. (2023) A critical friend or the sword of Damocles: Headteachers’ use of micropolitical strategies in inspection. Educational Management Administration & Leadership.
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Desmond Carswell & Paul F. Conway. (2023) An ethico‐political analysis of a national teacher competence framework: Unravelling a ‘preferred’ teacher identity. British Educational Research Journal 49:6, pages 1210-1233.
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John O’Sullivan & Gerry Mac Ruairc. (2023) The promotion of distributed leadership in education at national level: Discursive change to maintain the old order – Lessons from Ireland. Educational Management Administration & Leadership.
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Jana Groß Ophoff, Chris Brown & Christoph Helm. (2023) Do pupils at research-informed schools actually perform better? Findings from a study at English schools. Frontiers in Education 7.
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Katrina MacDonaldKatrina MacDonald. 2023. Socially Just Educational Leadership in Unjust Times. Socially Just Educational Leadership in Unjust Times
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Todd Ruecker. (2020) The Impact of Neoliberal Evaluation Systems on Rural Schools, Teachers, and their Bilingual Learners. Educational Policy 36:6, pages 1288-1314.
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Karl Coutet. (2022) International school accreditation: An isomorphic force against creativity in a growing competitive market. Journal of Research in International Education 21:2, pages 105-122.
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Pamela Woolner, Ulrike Thomas & Jennifer Charteris. (2021) The risks of standardised school building design: Beyond aligning the parts of a learning environment. European Educational Research Journal 21:4, pages 627-644.
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Louise Kay. (2021)
‘What works’ and for whom?
Bold Beginnings
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. Journal of Early Childhood Research 20:2, pages 172-184.
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Alison M. Brady. (2022) Accounting for Oneself in Teaching: Trust, Parrhesia, and Bad Faith. Studies in Philosophy and Education 41:3, pages 273-286.
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Ian Cushing & Julia Snell. (2022) The (white) ears of Ofsted: A raciolinguistic perspective on the listening practices of the schools inspectorate. Language in Society, pages 1-24.
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Greg Thompson, Nicole Mockler & Anna Hogan. (2021) Making work private: Autonomy, intensification and accountability. European Educational Research Journal 21:1, pages 83-104.
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Richard Muench & Oliver Wieczorek. (2022) In search of quality and equity: The United Kingdom and Germany in the struggle for PISA scores. International Journal of Educational Research Open 3, pages 100165.
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Alison M Brady. (2021) Response and Responsibility: Rethinking Accountability in Education. Journal of Philosophy of Education 55:1, pages 25-40.
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Rebecca Morris & Graeme Dobson. (2020) Spending the pupil premium: What influences leaders’ decision-making?. Educational Management Administration & Leadership 49:2, pages 284-302.
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Anthony J. Maher, Hayley Fitzgerald & Joanne McVeigh. (2020) Factors influencing the culture of special school physical education: A Gramscian critique. European Physical Education Review 26:4, pages 954-969.
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Daniel Moulin-Stożek. (2020) Spiritual Development as an Educational Goal. ECNU Review of Education 3:3, pages 504-518.
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Ian Cushing. (2019) The policy and policing of language in schools. Language in Society 49:3, pages 425-450.
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David Godfrey. (2020) From peer review to collaborative peer enquiry: Action research for school improvement and leadership development. London Review of Education 18:3.
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Hans Englund & Jonas Gerdin. (2019) Performative technologies and teacher subjectivities: A conceptual framework. British Educational Research Journal 45:3, pages 502-517.
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