Citations (38)
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Read on this site (25)
Denise Buchanan, Eleanore Hargreaves & Laura Quick. (2023) Schools closed during the pandemic: revelations about the well-being of ‘lower-attaining’ primary-school children. Education 3-13 51:7, pages 1077-1090.
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Zeta Williams-Brown, Alan Hodkinson & Michael Jopling. (2023) Mission impossible: inclusive teaching in a standards-driven system. Education 3-13 0:0, pages 1-13.
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David Meechan, Zeta Williams-Brown, Tracy Whatmore & Simon Halfhead. (2022) Once, twice, three times a failure: time to permanently scrap statutory reception baseline assessment in England?. Education 3-13 0:0, pages 1-14.
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John Jerrim. (2021) National tests and the wellbeing of primary school pupils: new evidence from the UK. Assessment in Education: Principles, Policy & Practice 28:5-6, pages 507-544.
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Zeta Williams-Brown & Alan Hodkinson. (2021) ‘What is considered good for everyone may not be good for children with Special Educational Needs and Disabilities’: teacher’s perspectives on inclusion in England. Education 3-13 49:6, pages 688-702.
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Zeta Williams-Brown & Michael Jopling. (2021) ‘Measuring a plant doesn’t help it to grow’: teacher’s perspectives on the standards agenda in England. Education 3-13 49:2, pages 227-240.
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Junjun Chen & Timothy Teo. (2020) Chinese school teachers’ conceptions of high-stakes and low-stakes assessments: an invariance analysis. Educational Studies 46:4, pages 458-475.
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Alice Bradbury. (2019) Datafied at four: the role of data in the ‘schoolification’ of early childhood education in England. Learning, Media and Technology 44:1, pages 7-21.
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Sarah J. McCarthey & Rebecca Woodard. (2018) Faithfully following, adapting, or rejecting mandated curriculum: teachers’ curricular enactments in elementary writing instruction. Pedagogies: An International Journal 13:1, pages 56-80.
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Mike Coldwell & Ben Willis. (2017) Tests as boundary signifiers: level 6 tests and the primary secondary divide. The Curriculum Journal 28:4, pages 578-597.
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Nick Cowen, Baljinder Virk, Stella Mascarenhas-Keyes & Nancy Cartwright. (2017) Randomized Controlled Trials: How Can We Know “What Works”?. Critical Review 29:3, pages 265-292.
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Ola Strandler. (2016) Equity Through Assessment? Teachers’ Mediation of Outcome-Focused Reforms in Socioeconomically Different Schools. Scandinavian Journal of Educational Research 60:5, pages 538-553.
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Zeta Brown & Ken Manktelow. (2016) Perspectives on the standards agenda: exploring the agenda's impact on primary teachers' professional identities. Education 3-13 44:1, pages 68-80.
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Simon Child, Martin Johnson, Sanjana Mehta & Annabel Charles. (2015) Finding the common ground: Teachers' and employers' representations of English in an assessment context. English in Education 49:2, pages 150-166.
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Martin Johnson, Sanjana Mehta & Nicky Rushton. (2015) Assessment, aim and actuality: insights from teachers in England about the validity of a new language assessment model. Pedagogies: An International Journal 10:2, pages 128-148.
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Paul Withey & Sarah Turner. (2015) The analysis of SATS results as a measure of pupil progress across educational transitions. Educational Review 67:1, pages 23-34.
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Ian Jones, Matthew Inglis, Camilla Gilmore & Rhys Evans. (2013) Teaching the substitutive conception of the equals sign. Research in Mathematics Education 15:1, pages 34-49.
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Ansgar Allen. (2012) Cultivating the myopic learner: the shared project of high-stakes and low-stakes assessment. British Journal of Sociology of Education 33:5, pages 641-659.
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Harry Torrance. (2012) Formative assessment at the crossroads: conformative, deformative and transformative assessment. Oxford Review of Education 38:3, pages 323-342.
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Harry Torrance. (2011) Using Assessment to Drive the Reform of Schooling: Time to Stop Pursuing the Chimera?. British Journal of Educational Studies 59:4, pages 459-485.
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Jannette Elwood & Laura Lundy. (2010) Revisioning assessment through a children’s rights approach: implications for policy, process and practice. Research Papers in Education 25:3, pages 335-353.
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James Popham. (2009) English national curriculum assessment: a commentary from the USA – or exhibiting kindness to the colonies. Educational Research 51:2, pages 265-268.
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Christina Wikström. (2009) National curriculum assessment in England – a Swedish perspective. Educational Research 51:2, pages 255-258.
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Jannette Elwood. (2009) The English national curriculum assessment system: a commentary from Northern Ireland. Educational Research 51:2, pages 251-254.
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Johannes Lunde Hatfield & Tone Elin T. Soløst. Assessing the assessment: exploring Norwegian primary education teachers’ perceptions of national accountability testing. Scandinavian Journal of Educational Research 0:0, pages 1-18.
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Özen YILDIRIM & Safiye BİLİCAN DEMİR. (2022) Inside the black box: do teachers practice assessment as learning?Kara kutunun içine bakmak: öğretmenler öğrenmeyi destekleyici değerlendirme yapıyor mu?. International Journal of Assessment Tools in Education 9:Special Issue, pages 46-71.
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Dominic Wyse & Alice Bradbury. (2022) Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading. Review of Education 10:1.
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Caroline Elbra-Ramsay. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Ian Cushing. (2020) Grammar tests, de facto policy and pedagogical coercion in England’s primary schools. Language Policy 20:4, pages 599-622.
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Alice Bradbury & Guy Roberts-Holmes. (2018) How data impacts on early years educators. Early Years Educator 19:10, pages 38-44.
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Dominic Wyse. 2017. How Writing Works. How Writing Works.
Marsha Costello & David Costello. (2017) The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum. McGill Journal of Education 51:2, pages 833-856.
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Moira V. Faul. (2014) Future-perfect/present-imperfect: Contemporary global constraints on the implementation of a post-2015 education agenda. International Journal of Educational Development 39, pages 12-22.
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Nicky Watts. 2014. Inequalities in the Teaching Profession. Inequalities in the Teaching Profession
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Rosalind Latiner Raby. (2010) Comparative and International Education: A Bibliography (2009). Comparative Education Review 54:S1, pages S1-S132.
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Ting Dong, Richard C. Anderson, Tzu-Jung Lin & Xiaoying Wu. (2009) Concurrent student-managed discussions in a large class. International Journal of Educational Research 48:5, pages 352-367.
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