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Journal of Curriculum Studies Volume 38, 2006 - Issue 4
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Original Articles

Understanding the nature of accountability failure in a technology‐filled, laissez‐faire classroom: disaffected students and teachers who give in

Eyvind ElstadView further author information
Pages 459-481 | Published online: 20 Feb 2007

Citations (16)

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Read on this site (3)

Ben Harper. (2018) Technology and Teacher–Student Interactions: A Review of Empirical Research. Journal of Research on Technology in Education 50:3, pages 214-225.
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Joseph Kimoga. (2010) Conceptualizing ‘preoccupation’: evidence from attention‐seeker questioning. Journal of Curriculum Studies 42:4, pages 503-517.
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Krista Uibu & Eve Kikas. (2008) The Roles of a Primary School Teacher in the Information Society. Scandinavian Journal of Educational Research 52:5, pages 459-480.
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Articles from other publishers (13)

Steinar Thorvaldsen & Siri Sollied Madsen. (2020) Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action. Education and Information Technologies 25:6, pages 5281-5299.
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Marte Blikstad-Balas & Kirsti Klette. (2020) Still a long way to go. Nordic Journal of Digital Literacy 15:1, pages 55-68.
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Thomas Arnesen, Eyvind Elstad & Knut-Andreas Christophersen. (2017) How Finnish and Swedish Learners’ Academic Self-Control Relates to Time Spent Online in Class, Perceptions of Educator Qualities, and School Appreciation: A Cross-Sectional Comparison. Education Sciences 7:3, pages 68.
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Eyvind Elstad & Knut-Andreas Christophersen. (2017) Perceptions of Digital Competency among Student Teachers: Contributing to the Development of Student Teachers’ Instructional Self-Efficacy in Technology-Rich Classrooms. Education Sciences 7:1, pages 27.
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Eyvind Elstad. 2016. Digital Expectations and Experiences in Education. Digital Expectations and Experiences in Education 3 28 .
Andreas Lund. 2016. Educational Technology and Polycontextual Bridging. Educational Technology and Polycontextual Bridging 129 145 .
Thomas Arnesen, Eyvind Elstad, Gavriel Salomon & Lars Vavik. 2016. Educational Technology and Polycontextual Bridging. Educational Technology and Polycontextual Bridging 3 13 .
Jahmal I. MosleyMary Lynn BoscardinCraig S. Wells. (2014) Perceptions of Principal Attributes in an Era of Accountability. Journal of School Leadership 24:6, pages 1038-1072.
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Therese N. Hopfenbeck, Inger Throndsen, Svein Lie & Erling Lars Dale. (2012) Assessment with Distinctly Defined Criteria: A Research Study of a National Project. Policy Futures in Education 10:4, pages 421-433.
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Eyvind Elstad. (2009) Schools which are named, shamed and blamed by the media: school accountability in Norway. Educational Assessment, Evaluation and Accountability 21:2, pages 173-189.
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Eyvind Elstad. (2008) Towards a Theory of Mutual Dependency between School Administrators and Teachers. Educational Management Administration & Leadership 36:3, pages 393-414.
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Eyvind Elstad. (2008) Building self-discipline to promote learning: students’ volitional strategies to navigate the demands of schooling. Learning Inquiry 2:1, pages 53-71.
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Geir Haugsbakk & Yngve Nordkvelle. (2016) The Rhetoric of ICT and the New Language of Learning: A Critical Analysis of the Use of ICT in the Curricular Field. European Educational Research Journal 6:1, pages 1-12.
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