Citations (33)
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Eleanore Hargreaves, Denise Buchanan & Laura Quick. (2023) Threats to creative learning in the primary-school: energies diverted into performative orientations. Cambridge Journal of Education 53:6, pages 725-741.
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Eleanore Hargreaves, Laura Quick & Denise Buchanan. (2023) National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools. Journal of Curriculum Studies 55:5, pages 545-561.
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Piret Viirpalu, E. Krull & R. Mikser. (2022) Teachers’ feelings of curriculum ownership: the Estonian case. Journal of Baltic Studies 53:3, pages 373-395.
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Alice Bradbury, Annette Braun & Laura Quick. (2021) Intervention culture, grouping and triage: high-stakes tests and practices of division in English primary schools. British Journal of Sociology of Education 42:2, pages 147-163.
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Rebecca Wood. (2021) Autism, intense interests and support in school: from wasted efforts to shared understandings. Educational Review 73:1, pages 34-54.
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Kip Pratt & Ruth Atkinson. (2020) How do some primary schools in England organise and implement the broader curriculum?. Education 3-13 48:4, pages 357-364.
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Karen Blackmore, Colin Howard & Alison Kington. (2018) Trainee teachers’ experience of primary science teaching, and the perceived impact on their developing professional identity. European Journal of Teacher Education 41:4, pages 529-548.
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Rebecca Duncombe, Lorraine Cale & Jo Harris. (2018) Strengthening ‘the foundations’ of the primary school curriculum. Education 3-13 46:1, pages 76-88.
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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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Merilyn Gladys Carter, Valentina Klenowski & Christina Chalmers. (2016) Who pays for standardised testing? A cost-benefit study of mandated testing in three Queensland secondary schools. Journal of Education Policy 31:3, pages 330-342.
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Yariv Feniger, Mirit Israeli & Smadar Yehuda. (2016) The power of numbers: the adoption and consequences of national low-stakes standardised tests in Israel. Globalisation, Societies and Education 14:2, pages 183-202.
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Annie Ó Breacháin & Leah O'Toole. (2013) Pedagogy or politics?: cyclical trends in literacy and numeracy in Ireland and beyond. Irish Educational Studies 32:4, pages 401-419.
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Dave
W. Putwain, Liz Connors, Kevin Woods & Laura
J. Nicholson. (2012) Stress and anxiety surrounding forthcoming Standard Assessment Tests in English schoolchildren. Pastoral Care in Education 30:4, pages 289-302.
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Gordon Stobart & Theo Eggen. (2012) High-stakes testing – value, fairness and consequences. Assessment in Education: Principles, Policy & Practice 19:1, pages 1-6.
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Bill Boyle & Marie Charles. (2011) Education in a multicultural environment: equity issues in teaching and learning in the school system in England. International Studies in Sociology of Education 21:4, pages 299-314.
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Dave Putwain, Helen Whiteley & Lee Caddick. (2011) Thematic versus subject-based curriculum delivery and achievement goals: findings from a single-school study. Educational Research 53:4, pages 387-398.
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William
Francis Boyle & Marie Charles. (2010) Leading learning through Assessment for Learning?. School Leadership & Management 30:3, pages 285-300.
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Hanneke Jones. (2010) National Curriculum tests and the teaching of thinking skills at primary schools – parallel or paradox?. Education 3-13 38:1, pages 69-86.
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Dominic Wyse & Harry Torrance. (2009) The development and consequences of national curriculum assessment for primary education in England. Educational Research 51:2, pages 213-228.
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Yolande Muschamp, Kate Bullock, Tess Ridge & Felicity Wikeley. (2009) ‘Nothing to do’: the impact of poverty on pupils' learning identities within out‐of‐school activities. British Educational Research Journal 35:2, pages 305-321.
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Bill Boyle & Joanna Bragg. (2008) Making primary connections: the cross-curriculum story. The Curriculum Journal 19:1, pages 5-21.
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Simon Catling, Rachel Bowles, John Halocha, Fran Martin & Steve Rawlinson. (2007) The State of Geography in English Primary Schools. Geography 92:2, pages 118-136.
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CarolA. Potter. (2007) Developments in UK early years policy and practice: can they improve outcomes for disadvantaged children?. International Journal of Early Years Education 15:2, pages 171-180.
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S. M. Chedzoy & R. L. Burden. (2007) What can psychology tell us about teaching dance? The potential contribution of Ajzen's Theory of Planned Behavior. Research in Dance Education 8:1, pages 53-69.
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Articles from other publishers (9)
Emma L.J. Eyre, Leanne J Adeyemi, Kathryn Cook, Mark Noon, Jason Tallis & Michael Duncan. (2022) Barriers and Facilitators to Physical Activity and FMS in Children Living in Deprived Areas in the UK: Qualitative Study. International Journal of Environmental Research and Public Health 19:3, pages 1717.
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Bronwen MA Jones & Alice Bradbury. (2022) Policy disruptors or entrepreneurs? The tensions emerging from a network of philosophy educators. International Journal of Educational Research 116, pages 102087.
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David W. Putwain, Reinhard Pekrun, Laura J. Nicholson, Wendy Symes, Sandra Becker & Herbert W. Marsh. (2018) Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis. American Educational Research Journal 55:6, pages 1339-1368.
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Claudio Sandoval Balcázar. (2018) El SIMCE como objetivo de las “Horas de libre disposición” del currículum escolar en Chile. Revista Educación, Política y Sociedad 3:2, pages 7-26.
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Berry O’Donovan. (2016) How student beliefs about knowledge and knowing influence their satisfaction with assessment and feedback. Higher Education 74:4, pages 617-633.
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Raymond Lynch & Oliver McGarr. (2014) Negotiating Subject Hierarchies. Educational Policy 30:5, pages 721-739.
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David W. Putwain, Laura J. Nicholson, Ghada Nakhla, Monika Reece, Benjamin Porter & Anthony Liversidge. (2016) Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised. Contemporary Educational Psychology 44-45, pages 21-31.
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William F. Boyle & Marie Charles. 2012. Living on the Boundaries: Urban Marginality in National and International Contexts. Living on the Boundaries: Urban Marginality in National and International Contexts
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David W. Putwain & Wendy Symes. (2010) Teachers’ use of fear appeals in the Mathematics classroom: Worrying or motivating students?. British Journal of Educational Psychology 81:3, pages 456-474.
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