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Judy Rose, Samantha Low-Choy, Parlo Singh & Daniela Vasco. (2020) NAPLAN discourses: a systematic review after the first decade. Discourse: Studies in the Cultural Politics of Education 41:6, pages 871-886.
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Tim Corcoran, Lise Claiborne & Ben Whitburn. (2019) Paradoxes in inclusive education: a necessary condition of relationality?. International Journal of Inclusive Education 23:10, pages 1003-1016.
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Antoni Verger, Clara Fontdevila & Lluís Parcerisa. (2019) Reforming governance through policy instruments: how and to what extent standards, tests and accountability in education spread worldwide. Discourse: Studies in the Cultural Politics of Education 40:2, pages 248-270.
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Antoni Verger, Lluís Parcerisa & Clara Fontdevila. (2019) The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms. Educational Review 71:1, pages 5-30.
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Paul Henman. (2016) Techniques and paradoxes in performing performance measurements: concluding reflections. Policy Studies 37:6, pages 597-609.
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Martin Mills & Glenda McGregor. (2016) Learning not borrowing from the Queensland education system: lessons on curricular, pedagogical and assessment reform. The Curriculum Journal 27:1, pages 113-133.
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Bing Sun, Mingxing Yu & Zaoli Yang. (2020) An Algorithm Combining Latent Dirichlet Allocation and Bimodal Network for Evaluating Goal Deviation of Intellectual Property Strategy Execution in China. Mathematical Problems in Engineering 2020, pages 1-12.
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Emma K. Adams, Kirsten J. Hancock & Catherine L. Taylor. (2020) Student achievement against national minimum standards for reading and numeracy in Years 3, 5, 7 and 9: A regression discontinuity analysis. Australian Journal of Social Issues 55:3, pages 275-301.
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Coşkun Erdağ. (2019) Bir Hesap Verebilirlik Teknolojisi Olarak Merkezi Sınavlar: Finlandiya, Estonya ve Yeni Zelanda Örnekleri. OPUS Uluslararası Toplum Araştırmaları Dergisi, pages 1-1.
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Scott J. Peters & Jennifer L. Jolly. (2018) The influence of professional development in gifted education on the frequency of instructional practices. The Australian Educational Researcher 45:4, pages 473-491.
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