Citations (41)
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Deborah J. Hallworth. (2024) Deconstructing the problematisation of challenging behaviour in primary schools. Education 3-13 52:3, pages 313-327.
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Kelly Bylica & Patrick Schmidt. (2024) Crossing borders and taking risks: supporting the music educator as policy practitioner. Arts Education Policy Review 125:1, pages 35-47.
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Michael Butson, Ruth Jeanes & Justen O’Connor. (2023) The enactment of leisure-time physical activity policy for older adults in community leisure settings. Journal of Policy Research in Tourism, Leisure and Events 0:0, pages 1-15.
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Audrey Cooney, Derbhile de Paor, Ciarán Ó Gallchóir & Patricia Mannix McNamara. (2023) Not ‘just consumers of content’: early insights into the policy enactment of the Digital Learning Framework. Technology, Pedagogy and Education 32:4, pages 457-472.
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Alexander Paulsson & Nikos Macheridis. (2023) The policy unconscious: educational labor, the research-and-teaching relationship and the unquestioned meaning of higher education. Critical Policy Studies 17:2, pages 241-257.
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Ilana Finefter-Rosenbluh & Carlo Perrotta. (2023) How do teachers enact assessment policies as they navigate critical ethical incidents in digital spaces?. British Journal of Sociology of Education 44:2, pages 220-238.
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Rosanne Elisabeth Tromp & Simone Datzberger. (2021) Global Education Policies versus local realities. Insights from Uganda and Mexico. Compare: A Journal of Comparative and International Education 51:3, pages 356-374.
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Jimmy O’Gorman, Mark Partington, Paul Potrac & Lee Nelson. (2021) Translation, intensification and fabrication: professional football academy coaches’ enactment of the Elite Player Performance Plan. Sport, Education and Society 26:3, pages 309-325.
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Shaun D. Wilkinson & Dawn Penney. (2021) Setting policy and student agency in physical education: Students as policy actors. Sport, Education and Society 26:3, pages 267-280.
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John Evans & Brian Davies. (2020) Embodying policy concepts. Sport, Education and Society 25:7, pages 735-751.
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Julie Stirrup. (2019)
‘They are too young to understand health’ a researchers reflexive account of researching with under fives. Sport, Education and Society 24:4, pages 361-374.
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Marcela Apablaza. (2018) Inclusión escolar, marginación y apartheid ocupacional: Análisis de las políticas educativas Chilenas. Journal of Occupational Science 25:4, pages iii-xv.
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Marcela Apablaza. (2018) Inclusion in education, occupational marginalization and apartheid: An analysis of Chilean education policies. Journal of Occupational Science 25:4, pages 450-462.
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Richard D. Lakes & Martha K. Donovan. (2018) The International Baccalaureate Career Programme: a case study of college and career readiness policy goals. Journal of Education Policy 33:1, pages 62-84.
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Jason T. Hustedt, Martha J. Buell, Rena A. Hallam & Wendy M. Pinder. (2018) While Kindergarten Has Changed, Some Beliefs Stay the Same: Kindergarten Teachers’ Beliefs About Readiness. Journal of Research in Childhood Education 32:1, pages 52-66.
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Indika Liyanage, Parlo Singh & Tony Walker. (2016) Ethnolinguistic diversity within Australian schools: call for a participant perspective in teacher learning. International Journal of Pedagogies and Learning 11:3, pages 211-224.
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Zenólia Christina Campos Figueiredo, Janaína Esfalsini Figueira, Sandra Soares Della Fonte & Francisco Eduardo Caparróz. (2016) Between the prescribed and the lived in physical education lessons. Sport, Education and Society 21:6, pages 945-962.
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Carol Vincent, Sarah Neal & Humera Iqbal. (2016) Children’s friendships in diverse primary schools: teachers and the processes of policy enactment. Journal of Education Policy 31:4, pages 482-494.
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Dianne Mulcahy. (2016) Policy matters: de/re/territorialising spaces of learning in Victorian government schools. Journal of Education Policy 31:1, pages 81-97.
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Analía Inés Meo. (2015) Something old, something new. Educational inclusion and head teachers as policy actors and subjects in the City of Buenos Aires. Journal of Education Policy 30:4, pages 562-589.
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Christina Gowlett, Amanda Keddie, Martin Mills, Peter Renshaw, Pam Christie, David Geelan & Sue Monk. (2015) Using Butler to understand the multiplicity and variability of policy reception. Journal of Education Policy 30:2, pages 149-164.
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Anthony Chee Siong Leow, Doune Macdonald, Peter Hay & Louise McCuaig. (2014) Health-education policy interface: the implementation of the Eat Well Be Active policies in schools. Sport, Education and Society 19:8, pages 991-1013.
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Parlo Singh, Stephen Heimans & Kathryn Glasswell. (2014) Policy enactment, context and performativity: ontological politics and researching Australian National Partnership policies. Journal of Education Policy 29:6, pages 826-844.
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John Evans & Brian Davies. (2012) Embodying policy concepts. Discourse: Studies in the Cultural Politics of Education 33:5, pages 617-633.
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Articles from other publishers (17)
Judith Jacovkis, Lluís Parcerisa, Gustavo Herrera-Urízar & Sònia Folguera. (2024) ¿A quién educan las plataformas digitales? Equidad y ética educativa en un contexto de post pandemia. Education in the Knowledge Society (EKS) 25, pages e30444.
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Edgar Quilabert & Mauro C Moschetti. (2022) ‘Most Likely You Go Your Way (and I’ll Go Mine)’: School-level enactment of an educational innovation policy in Barcelona. European Educational Research Journal 23:1, pages 87-107.
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Indika Liyanage & Tony Walker. (2023) English teachers’ identity-agency and curriculum reform policies in the People’s Republic of China (PRC). Educational Research for Policy and Practice 22:3, pages 427-441.
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Danielle Apugo, Andrene J. Castro & Sharyn A. Dougherty. (2022) Taught in the Matrix: A Review of Black Girls’ Experiences in U.S. Schools. Review of Educational Research 93:4, pages 559-593.
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Dylan Scanlon, Ann MacPhail & Antonio Calderón. (2022) A figurational viewpoint of the complexity of policy enactment: An opportunity for agonistic dialogue?. The Curriculum Journal 34:2, pages 265-283.
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Markéta Filagová. (2023) Základná škola ako perlorodka : prípadová štúdia prevzatia a spracovania národného testovania školskými aktérmi. Studia paedagogica 27:3, pages 33-62.
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Antonia Scholkmann. 2023. Digital Transformations in Nordic Higher Education. Digital Transformations in Nordic Higher Education
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Susan James Relly & James Robson. (2022) Unpacking the tensions between local and national skills policy: employers, colleges and Local Enterprise Partnerships as collaborative anchors. London Review of Education 20:1.
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Mark Innes. (2021) The micro-politics of the enactment of a school literacy policy. Oxford Review of Education 48:1, pages 63-77.
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Takayo OgisuTakayo Ogisu. 2022. Reforming Pedagogy in Cambodia. Reforming Pedagogy in Cambodia
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Melissa GlackinKate Greer. (2021) Environmental Education-related Policy Enactment in Japanese High Schools. Journal of Education for Sustainable Development 15:2, pages 165-185.
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Paolo Landri. (2021) To resist, or to align? The enactment of data-based school governance in Italy. Educational Assessment, Evaluation and Accountability 33:3, pages 563-580.
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Johanna Reidy. (2021) Reviewing School Uniform through a Public Health Lens: Evidence about the Impacts of School Uniform on Education and Health. Public Health Reviews 42.
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Kristina Hansson & Per-Olof Erixon. (2019) Academisation and teachers’ dilemmas. European Educational Research Journal 19:4, pages 289-309.
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Håkan Löfgren, Ragnhild Löfgren & Héctor Pérez Prieto. (2018) Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests. European Educational Research Journal 17:5, pages 676-695.
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Dominik Dvořák, Karel Starý & Petr Urbánek. (2015) Malá škola po pěti letech: proměny školy v době reformy. Pedagogická orientace 25:1, pages 9-31.
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Bob Lingard & Sam Sellar. (2013) Globalization, edu-business and network governance: the policy sociology of Stephen J. Ball and rethinking education policy analysis. London Review of Education 11:3.
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