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Elizabeth J. Done, Mandy J. Andrews & Clare Evenden. (2022) (C)old beginnings and technologies of rectification in early years education: the implications for teachers and children with special educational needs. International Journal of Early Years Education 30:2, pages 434-447.
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John Benedicto Krejsler. (2021) The ‘grand simulation’ and dreams of success by assessment: Baudrillardian reflections on (trans-)national school policy. Journal of Education Policy 36:1, pages 24-43.
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Debra Hayes, Debra Talbot & Eve Mayes. (2020) Diffractive accounts of inequality in education: making the effects of differences evident. International Journal of Qualitative Studies in Education 33:3, pages 357-371.
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Anna Hogan & Greg Thompson. (2019) The quasi-marketization of Australian public schooling: affordances and contradictions of the new work order. Asia Pacific Journal of Education 39:3, pages 391-403.
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L. Hammersley-Fletcher, M. Clarke & V. McManus. (2018) Agonistic democracy and passionate professional development in teacher-leaders. Cambridge Journal of Education 48:5, pages 591-606.
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Kirsten Lambert, Peter Wright, Jan Currie & Robin Pascoe. (2017) Desiring machines and nomad spaces: neoliberalism, performativity and becoming in senior secondary drama classrooms. Discourse: Studies in the Cultural Politics of Education 38:2, pages 197-208.
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Greg Thompson & Nicole Mockler. (2016) Principals of audit: testing, data and ‘implicated advocacy’. Journal of Educational Administration and History 48:1, pages 1-18.
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Ian Hardy. (2015) A logic of enumeration: the nature and effects of national literacy and numeracy testing in Australia. Journal of Education Policy 30:3, pages 335-362.
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Ian Hardy. (2015) ‘I’m just a numbers person’: the complexity, nature and effects of the quantification of education. International Studies in Sociology of Education 25:1, pages 20-37.
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Greg Thompson & Ian Cook. (2014) Education policy-making and time. Journal of Education Policy 29:5, pages 700-715.
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Matthew Clarke & Alex Moore. (2013) Professional standards, teacher identities and an ethics of singularity. Cambridge Journal of Education 43:4, pages 487-500.
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Articles from other publishers (8)
Janine Arantes. (2023) Digital twins and the terminology of “personalization” or “personalized learning” in educational policy: A discussion paper. Policy Futures in Education, pages 147821032311763.
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Jeffrey B Hall & Lotta Johansson. (2023) Shifting school environment policies: A Deleuzian problematisation of universal rights in Norwegian education. Policy Futures in Education, pages 147821032311776.
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Janine Aldous Arantes. (2022) New corporate players and educational policy: How might the Australian competition and consumer commission help us to understand AI’s associations with educational policy?. Research in Education 114:1, pages 45-63.
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Tara Ratnam. 2021. Understanding Excessive Teacher and Faculty Entitlement. Understanding Excessive Teacher and Faculty Entitlement
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Lynda Wall. (2017) Institutional logics and curriculum decision making: enacting the Australian Curriculum English and NAPLAN literacy. The Australian Educational Researcher 44:4-5, pages 391-407.
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Nicole Mockler. (2014) Simple solutions to complex problems: moral panic and the fluid shift from ‘equity’ to ‘quality’ in education. Review of Education 2:2, pages 115-143.
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Seán Anthony Bracken. (2014) From National Policies and Sentiments to Local Practices and Subjectivities. SAGE Open 4:1, pages 215824401452542.
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Greg Thompson & Allen G. Harbaugh. (2013) A preliminary analysis of teacher perceptions of the effects of NAPLAN on pedagogy and curriculum. The Australian Educational Researcher 40:3, pages 299-314.
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