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Louise Curtin & Margaret Egan. (2024) Unveiling the Context of practice: Teacher Allocation Models to support inclusion in primary schools in Ireland. International Journal of Inclusive Education 28:2, pages 144-160.
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Jeana Kriewaldt, Natasha Ziebell, Katina Tan & Nadine Crane. (2024) Insights into an Australian practice-oriented teaching performance assessment for prospective teachers: benefits and complexities. Asia-Pacific Journal of Teacher Education 52:1, pages 101-116.
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Robyn Brandenburg, Anna Fletcher, Anitra Gorriss-Hunter, Cameron Van der Smee, Wendy Holcombe, Katrina Griffiths & Karen Schneider. (2023) ‘More than Marking and Moderation’: A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment. Studying Teacher Education 19:3, pages 330-350.
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Sophia Jeong & David Steele. (2023) Re-Imagining Preservice Science Teachers’ Becoming as Ethical Mattering: Diffracting Noticing in an Elementary Science Methods Course. Journal of Science Teacher Education 34:5, pages 458-477.
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Thomas Albright, Stephanie Behm Cross & Camea Davis. (2023) A Teacher Residency’s Ecologies of Support: Insulating Against Moral Injury, Exploitation, & Pushout. The New Educator 19:3, pages 215-237.
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Stewart Riddle & Andrew Hickey. (2023) Reclaiming relationality in education policy: towards a more authentic relational pedagogy. Critical Studies in Education 64:3, pages 267-282.
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Katherine Espinoza & Enrique David Degollado. (2023) ”You Just Want to Start Trouble”: A Chicana Bilingual Maestra’s Trenza of Her Path Towards Conocimiento. Equity & Excellence in Education 56:1-2, pages 144-158.
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Theresa Bourke & Mary Ryan. (2023) How is impact defined in initial teacher education policy in Australia?. Teachers and Teaching 29:2, pages 133-149.
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Jina Ro. (2023) Forcing quality without substance: a critical analysis of evaluating teacher education programmes in South Korea. Asia Pacific Journal of Education 0:0, pages 1-15.
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Srikala Naraian & Bettina Amrhein. (2022) Learning to read ‘inclusion’ divergently: enacting a transnational approach to inclusive education. International Journal of Inclusive Education 26:14, pages 1327-1346.
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Ron Kim Keamy & Mark Selkrig. (2022) Interrupting practice traditions: using readers’ theatre to show the impact of a nationally mandated assessment task on initial teacher educators’ work. Teaching Education 33:4, pages 419-433.
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Ciarán Ó Gallchóir & Oliver McGarr. (2022) An Irish perspective on initial teacher education: How teacher educators can respond to an awareness of the ‘absurd’. Educational Philosophy and Theory 54:7, pages 983-991.
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Katriina Maaranen & Hilde Wågsås Afdal. (2022) Exploring Teachers’ Professional Space Using the Cases of Finland, Norway and the US. Scandinavian Journal of Educational Research 66:1, pages 134-149.
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Clare Brooks, Joanna McIntyre & Trevor Mutton. (2021) Teacher education policy making during the pandemic: shifting values underpinning change in England?. Teachers and Teaching 0:0, pages 1-18.
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Benjamin C. Helton. (2021) The arts’ legitimacy problem. Arts Education Policy Review 122:4, pages 224-238.
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Michael P. Brady. (2021) An alternative, curriculum-based value-added model for teacher preparation programmes: a research summary. Educational Review 73:5, pages 544-562.
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Jessica Holloway. (2021) Teachers and teaching: (re)thinking professionalism, subjectivity and critical inquiry. Critical Studies in Education 62:4, pages 411-421.
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Melissa Barnes & Russell Cross. (2021) ‘Quality’ at a cost: the politics of teacher education policy in Australia. Critical Studies in Education 62:4, pages 455-470.
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David Potter. (2021) (In)visible power: A critical policy analysis of edTPA. Arts Education Policy Review 122:2, pages 101-114.
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Alexis Jones, Stacey J. Korson, Natasha C. Murray-Everett, Meghan A. Kessler, Dorian Harrison, Stephanie Cronenberg, Michael Lauren Parrish & Marilyn Johnston Parsons. (2021) Teacher Candidate Tensions with the edTPA: A Neoliberal Policy Analysis. The Educational Forum 85:2, pages 193-211.
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Eduardo Cavieres-Fernández & Carlos Urrutia. (2021) Enacting Student Teachers’ Beliefs in an Accountability Policy Context in Chile. The Teacher Educator 56:1, pages 83-100.
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Steven Lewis, Glenn C. Savage & Jessica Holloway. (2020) Standards without standardisation? Assembling standards-based reforms in Australian and US schooling. Journal of Education Policy 35:6, pages 737-764.
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Meghan Stacey, Debra Talbot, John Buchanan & Diane Mayer. (2020) The development of an Australian teacher performance assessment: lessons from the international literature. Asia-Pacific Journal of Teacher Education 48:5, pages 508-519.
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Sean Robert Powell & Kelly A. Parkes. (2020) Teacher evaluation and performativity: The edTPA as a fabrication. Arts Education Policy Review 121:4, pages 131-140.
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Lenore Adie & Claire Wyatt-Smith. (2020) Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity. Asia-Pacific Journal of Teacher Education 48:3, pages 267-286.
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Melissa Barnes & Russell Cross. (2020) Teacher education policy to improve teacher quality: Substantive reform or just another hurdle?. Teachers and Teaching 26:3-4, pages 307-325.
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Srikala Naraian. (2019) Precarious, debilitated and ordinary: Rethinking (in)capacity for inclusion. Curriculum Inquiry 49:4, pages 464-484.
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Kate Schwartz, Elise Cappella & J. Lawrence Aber. (2019) Teachers’ Lives in Context: A Framework for Understanding Barriers to High-Quality Teaching Within Resource Deprived Settings. Journal of Research on Educational Effectiveness 12:1, pages 160-190.
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Jina Ro. (2018) Capable teachers, mundane teaching: Korean novice teachers’ experience in a high-performing education system. Pedagogy, Culture & Society 26:4, pages 529-545.
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Carla M. Evans & Jade Caines Lee. (2018) Value-added assessment of teacher preparation programs in the United States: a critical evaluation. Assessment in Education: Principles, Policy & Practice 25:5, pages 519-539.
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Jamila J. Lyiscott, Limarys Caraballo & Ernest Morrell. (2018) An Anticolonial Framework for Urban Teacher Preparation. The New Educator 14:3, pages 231-251.
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Aaron S. Zimmerman. (2018) Democratic Teacher Education: Preserving Public Education as a Public Good in an Era of Neoliberalism. The Educational Forum 82:3, pages 351-368.
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Patricia Paugh, Kristen Bethke Wendell, Christine Power & Michael Gilbert. (2018) ‘It’s not that easy to solve’: edTPA and preservice teacher learning. Teaching Education 29:2, pages 147-164.
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Katherine Crawford-Garrett, Rebecca M. Sánchez & Richard J. Meyer. (2018) Problematizing Silence, Practicing Dissent: Engaging Preservice Teachers in a Critique of the Current Political Times. The New Educator 14:1, pages 42-58.
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Ruth Zuzovsky & Smadar Donitsa-Schmidt. (2017) Comparing the effectiveness of two models of initial teacher education programmes in Israel: concurrent vs. consecutive. European Journal of Teacher Education 40:3, pages 413-431.
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Ryan S. Gardner, Kate Soules & John Valk. (2017) The Urgent Need for Teacher Preparation in Religious and Secular Worldview Education. Religious Education 112:3, pages 242-254.
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Claire Wyatt-Smith, Colette Alexander, Deanne Fishburn & Paula McMahon. (2017) Standards of practice to standards of evidence: developing assessment capable teachers. Assessment in Education: Principles, Policy & Practice 24:2, pages 250-270.
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Jeffrey Choppin & Kevin Meuwissen. (2017) Threats to Validity in the edTPA Video Component. Action in Teacher Education 39:1, pages 39-53.
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Srikala Naraian & Shenila Khoja-Moolji. (2016) Happy places, horrible times, and scary learners: affective performances and sticky objects in inclusive classrooms. International Journal of Qualitative Studies in Education 29:9, pages 1131-1147.
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Tanya Fitzgerald & Sally Knipe. (2016) Policy reform: testing times for teacher education in Australia. Journal of Educational Administration and History 48:4, pages 358-369.
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Kerry Kretchmar & Ken Zeichner. (2016) Teacher prep 3.0: a vision for teacher education to impact social transformation. Journal of Education for Teaching 42:4, pages 417-433.
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Gareth Burns. (2016) Relationships of surveillance, assurance and recognition: early career primary teachers’ engagement with discourses of accountability and performance. Irish Educational Studies 35:3, pages 269-288.
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Michael P. Brady, Lawrence A. Heiser, Jazarae K. McCormick & James Forgan. (2016) Value-Added Models for Teacher Preparation Programs: Validity and Reliability Threats, and a Manageable Alternative. The Educational Forum 80:3, pages 339-352.
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Patriann Smith, S. Joel Warrican & Alex Kumi-Yeboah. (2016) Linguistic and Cultural Appropriations of an Immigrant Multilingual Literacy Teacher Educator. Studying Teacher Education 12:1, pages 88-112.
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Sohyun An. (2016) Teaching Elementary School Social Studies Methods under edTPA. The Social Studies 107:1, pages 19-27.
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Alison G. Dover & Brian D. Schultz. (2016) Troubling the edTPA: Illusions of Objectivity and Rigor. The Educational Forum 80:1, pages 95-106.
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Teresa Strong-Wilson. (2015) Phantom traces: exploring a hermeneutical approach to autobiography in curriculum studies. Journal of Curriculum Studies 47:5, pages 613-632.
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Joseph R. Nichols$suffix/text()$suffix/text() & Alexander Cuenca. (2014) Two Roadmaps, One Destination: The Economic Progress Paradigm in Teacher Education Accountability in Georgia and Missouri. Action in Teacher Education 36:5-6, pages 446-459.
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Linda Reece & Pat Nodine. (2014) When Immigrant Is Synonymous with Terrorist: Culturally Responsive Teaching with English Learners. The Social Studies 105:6, pages 259-265.
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Gustave J. Weltsek, Peter B. Duffy & Charles L. Carney. (2014) The Local and Global State of Theater Education Research and Policy. Arts Education Policy Review 115:3, pages 63-71.
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PaulF. Conway & Rosaleen Murphy. (2013) A rising tide meets a perfect storm: new accountabilities in teaching and teacher education in Ireland. Irish Educational Studies 32:1, pages 11-36.
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PaulF. Conway. (2013) Cultural Flashpoint: The Politics of Teacher Education Reform in Ireland. The Educational Forum 77:1, pages 51-72.
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