Citations (121)
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Atli Harðarson. (2024) Can attempts to make schools more reliable render them less trustworthy?. Educational Philosophy and Theory 56:1, pages 42-51.
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Avishay Zilka, Shiri Nussbaum & Ronit Bogler. (2023) The relationships among growth mindset, flow, critically reflective behavior and teacher burnout. International Journal of School & Educational Psychology 11:4, pages 367-379.
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Emily Winchip. (2022) Open for business: a quantitative analysis of teachers’ experiences of marketisation in international schools. Educational Review 0:0, pages 1-23.
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Angela Kraemer-Holland. (2021) Skepticism, Gratitude, and the Neoliberal Narrative: TFA Teachers’ Conceptualization of Occupational Stature. Action in Teacher Education 43:4, pages 430-446.
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A. Lin Goodwin. (2021) Teaching standards, globalisation, and conceptions of teacher professionalism. European Journal of Teacher Education 44:1, pages 5-19.
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Sean P. Connors & Ed Bengtson. (2020) Understanding Teacher Agency and Organizational Response to Reform Mandates. The New Educator 16:4, pages 313-332.
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Kristen L. Nugent. (2020) Exploring the teaching of culture in the foreign language classroom within the context of collaborative professional development: a critical participatory action research study. Educational Action Research 28:3, pages 497-517.
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Atli Harðarson. (2019) Aristotle’s conception of practical wisdom and what it means for moral education in schools. Educational Philosophy and Theory 51:14, pages 1518-1527.
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Kwok Kuen Tsang. (2019) Teachers as Disempowered and Demoralised Moral Agents: School Board Management and Teachers in Hong Kong. British Journal of Educational Studies 67:2, pages 251-267.
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Maria Aurora Bernardo, Theo van der Nest & Lyn Smith. (2019) Conceptualising leadership for principals of Catholic schools in Aotearoa New Zealand. International Studies in Catholic Education 11:1, pages 80-95.
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Guopeng Fu & Anthony Clarke. (2019) Teachers’ moral agency under neo-liberal influences: what is educationally desirable in China’s curriculum reform?. Educational Review 71:1, pages 51-66.
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Brenda Service, Gulay Erin Dalgic & Kate Thornton. (2018) Benefits of a shadowing/mentoring intervention for New Zealand school principals. Professional Development in Education 44:4, pages 507-520.
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Mary Ryan & Terri Bourke. (2018) Spatialised metaphors of practice: how teacher educators engage with professional standards for teachers. Critical Studies in Education 59:2, pages 167-186.
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Atli Harðarson. (2018) The teacher is a learner: Dewey on aims in education. Educational Philosophy and Theory 50:5, pages 538-547.
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Leon Benade. (2018) The role of trust in reflective practice. Educational Philosophy and Theory 50:2, pages 123-132.
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Adrian Schoone. (2017) Joy, grace and transformation: the pedagogy of tutors in New Zealand’s alternative education centres. International Journal of Inclusive Education 21:8, pages 808-821.
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Susan Sandretto & Jane Tilson. (2017) Discursive constructions of literacies: shifting sands in Aotearoa New Zealand. Discourse: Studies in the Cultural Politics of Education 38:2, pages 222-234.
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M Pearson & S Shaw. (2017) School travel, partnerships, and neo-liberalism: insights from a South Island primary school. Kōtuitui: New Zealand Journal of Social Sciences Online 12:1, pages 70-82.
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Hilary Monk & Sivanes Phillipson. (2017) Early childhood educators’ experiences and perceptions of professionalism and professionalisation in the Asian context. Asia-Pacific Journal of Teacher Education 45:1, pages 3-22.
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Terri Bourke & Jennifer Carter. (2016) “There’s nothing standard about standards”: exploring tensions between two standards documents in higher education. Journal of Geography in Higher Education 40:3, pages 409-424.
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Ron Keamy. (2016) Creative leadership? ‘It’s just the norm’. School Leadership & Management 36:2, pages 151-168.
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Paul Bracey. (2016) ‘Shaping the Future’, Black History and diversity: teacher perceptions and implications for curriculum development. Education 3-13 44:1, pages 101-112.
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Agneta Hult, Ulf Lundström & Charlotta Edström. (2016) Balancing managerial and professional demands: school principals as evaluation brokers. Education Inquiry 7:3.
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David L. Giles, Andrew Bills & George Otero. (2015) Pedagogical approaches for developing relational sensibilities in educational leaders . Reflective Practice 16:6, pages 744-752.
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O. McCormack, R. Lynch & J. Hennessy. (2015) Plastic people in pinstripe suits: an exploration of the views of Irish parents on the publication of school league tables. Educational Studies 41:5, pages 513-533.
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Indika Liyanage, Tony Walker & Parlo Singh. (2015) TESOL professional standards in the “Asian century”: dilemmas facing Australian TESOL teacher education. Asia Pacific Journal of Education 35:4, pages 485-497.
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Indika Liyanage, Brendan Bartlett, Tony Walker & Xuhong Guo. (2015) Assessment policies, curricular directives, and teacher agency: quandaries of EFL teachers in Inner Mongolia. Innovation in Language Learning and Teaching 9:3, pages 251-264.
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Seth Brown. (2015) Moving elite athletes forward: examining the status of secondary school elite athlete programmes and available post-school options. Physical Education and Sport Pedagogy 20:4, pages 442-458.
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Lee Ann Smith. (2015) ‘Oh they drink here harder I think’: young people and alcohol consumption at three New Zealand secondary school formals. Journal of Youth Studies 18:1, pages 118-132.
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Ulf Lundström. (2015) Teacher autonomy in the era of New Public Management. Nordic Journal of Studies in Educational Policy 2015:2.
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Clive C. Pope. (2014) The jagged edge and the changing shape of health and physical education in Aotearoa New Zealand. Physical Education and Sport Pedagogy 19:5, pages 500-511.
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Zhenzhou Zhao. (2014) The teacher–state relationship in China: an exploration of homeroom teachers’ experiences. International Studies in Sociology of Education 24:2, pages 148-164.
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Julie White. (2014) Overlooking entitlement. International Journal of Inclusive Education 18:3, pages 241-252.
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Mark Priestley & Claire Sinnema. (2014) Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand. The Curriculum Journal 25:1, pages 50-75.
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Déirdre Ní Chróinín, Mary O'Sullivan & Roland Tormey. (2013) Teacher educators' perspectives on the implementation of beginning teacher standards for physical education in Ireland: developing and regulating the profession?. European Journal of Teacher Education 36:3, pages 261-278.
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HelenM. Gunter. (2012) The Field of Educational Administration in England. British Journal of Educational Studies 60:4, pages 337-356.
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Valerie Farnsworth & Jeremy Higham. (2012) Teachers who teach their practice: the modulation of hybridised professional teacher identities in work-related educational programmes in Canada. Journal of Education and Work 25:4, pages 473-505.
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Dennis Beach & Carl Bagley. (2012) The weakening role of education studies and the re-traditionalisation of Swedish teacher education. Oxford Review of Education 38:3, pages 287-303.
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Ann-Sofie Holm & Ulf Lundström. (2011) “Living with Market Forces”Principals’ Perceptions of Market Competition in Swedish Upper Secondary School Education. Education Inquiry 2:4, pages 601-617.
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Fiona Ell. (2011) Teacher education in New Zealand. Journal of Education for Teaching 37:4, pages 433-440.
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Annie Henry. (2011) Building and Sustaining Successful School Leadership in New Zealand. Leadership and Policy in Schools 10:4, pages 375-394.
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Sylvia Yee Fan Tang. (2011) Teachers’ professional identity, educational change and neo-liberal pressures on education in Hong Kong. Teacher Development 15:3, pages 363-380.
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Ondrej Kascak, Branislav Pupala & Zuzana Petrova. (2011) Humanism and autonomy in the neoliberal reform of teacher training. Education, Knowledge and Economy 5:1-2, pages 71-88.
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DAVID R. LEA. (2011) The Managerial University and the Decline of Modern Thought. Educational Philosophy and Theory 43:8, pages 816-837.
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StevenS. Sexton. (2011) Transformative praxis in teacher practice: one tauira finds her place in education. Compare: A Journal of Comparative and International Education 41:1, pages 59-74.
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Elly Govers. (2010) On the impact of government policy on programme design in New Zealand post‐compulsory education. Research in Post-Compulsory Education 15:2, pages 141-158.
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Sylvia Yee Fan Tang & Pik Lin Choi. (2009) Teachers' professional lives and continuing professional development in changing times. Educational Review 61:1, pages 1-18.
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Tanya Fitzgerald & HelenM. Gunter. (2008) Contesting the orthodoxy of teacher leadership. International Journal of Leadership in Education 11:4, pages 331-340.
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Sheelagh Drudy. (2008) Gender balance/gender bias: the teaching profession and the impact of feminisation. Gender and Education 20:4, pages 309-323.
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Kate Adams. (2008) What’s in a name? Seeking professional status through degree studies within the Scottish early years context. European Early Childhood Education Research Journal 16:2, pages 196-209.
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Charlene Tan. (2008) Improving schools through reflection for teachers: lessons from Singapore. School Effectiveness and School Improvement 19:2, pages 225-238.
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Lenore Adie. (2008) The hegemonic positioning of ‘Smart State’ policy. Journal of Education Policy 23:3, pages 251-264.
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John Smyth & Lyn Fasoli. (2007) Climbing over the rocks in the road to student engagement and learning in a challenging high school in Australia. Educational Research 49:3, pages 273-295.
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MichelleP. Goldberg. (2006) Discursive policy webs in a globalisation era: a discussion of access to professions and trades for immigrant professionals in Ontario, Canada. Globalisation, Societies and Education 4:1, pages 77-102.
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Brian Barron, Alan Gorman & Anne Looney. Teacher professionalism in policy texts in the Republic of Ireland; a critical discourse analysis. Irish Educational Studies 0:0, pages 1-22.
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