Citations (33)
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Anna Rantala & Mia Heikkilä. (2023) The gap between juridical and pedagogical discourses concerning preventing and countering abusive treatment in preschool policy documents. European Early Childhood Education Research Journal 31:5, pages 811-825.
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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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Ben A. Coldham. (2023) Inside the bubble: English as an additional language policy in British international schools. Compare: A Journal of Comparative and International Education 0:0, pages 1-17.
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Fatma A. Altintug & Emre Debreli. (2022) A study of literacy teaching in state primary schools of Northern Cyprus: literally critical?. International Journal of Inclusive Education 26:6, pages 592-608.
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Pedro Pineda & Jorge Celis. (2022) Rejection and mutation of discourses in curriculum reforms: peace education(s) in Colombia and Germany. Journal of Curriculum Studies 54:2, pages 259-281.
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María Angélica Mejía-Cáceres, Alejandra Huérfano, Alan Reid & Laísa María Freire. (2021) Colombia’s national policy of environmental education: a critical discourse analysis. Environmental Education Research 27:4, pages 571-594.
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Rachel Brooks. (2021) The construction of higher education students within national policy: a cross-European comparison. Compare: A Journal of Comparative and International Education 51:2, pages 161-180.
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Christer Larsson & Lena Sjöberg. (2021) Academized or deprofessionalized?– policy discourses of teacher professionalism in relation to research-based education. Nordic Journal of Studies in Educational Policy 7:1, pages 3-15.
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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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Adam Wood. (2020) Built policy: school-building and architecture as policy instrument. Journal of Education Policy 35:4, pages 465-484.
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Yasar Kondakci, Deniz Orucu, Ebru Oguz & Kadir Beycioglu. (2019) Large-scale change and survival of school principals in Turkey. Journal of Educational Administration and History 51:4, pages 301-315.
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Karen Lambert & Justen O'Connor. (2018) Breaking and making curriculum from inside ‘policy storms’ in an Australian pre-service teacher education course. The Curriculum Journal 29:2, pages 159-180.
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Christine Winter. (2017) Curriculum policy reform in an era of technical accountability: ‘fixing’ curriculum, teachers and students in English schools. Journal of Curriculum Studies 49:1, pages 55-74.
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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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Marie Tanner & Héctor Pérez Prieto. (2014) In between self-knowledge and school demands: policy enacted in the Swedish middle-year classroom. Discourse: Studies in the Cultural Politics of Education 35:4, pages 554-569.
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Sonia Exley. (2013) Making working-class parents think more like middle-class parents: Choice Advisers in English education. Journal of Education Policy 28:1, pages 77-94.
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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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Stephen Heimans. (2012) Coming to matter in practice: enacting education policy. Discourse: Studies in the Cultural Politics of Education 33:2, pages 313-326.
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Articles from other publishers (15)
Lee Del Col & Garth Stahl. (2023) Surviving the educational landscape: a case study of leadership, policy tensions and marketisation. The Australian Educational Researcher.
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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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Kate Hoskins, Thu Thu, Yuwei Xu, Jie Gao & Junqing Zhai. (2023)
Me, my child and Covid‐19: Parents' reflections on their child's experiences of lockdown in the
UK
and China
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David Aldous, Victoria Evans & Dawn Penney. (2022) Curriculum reform in Wales: Physical education teacher educators' negotiation of policy positions. The Curriculum Journal 33:3, pages 495-514.
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Matthew Schulte. (2022) Exploring the Inherent Tensions at the Nexus of Education for Sustainable Development and Neoliberalism. Journal of Education for Sustainable Development 16:1-2, pages 80-101.
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Karen Lambert, Laura Alfrey, Justen O’Connor & Dawn Penney. (2020) Artefacts and influence in curriculum policy enactment: Processes, products and policy work in curriculum reform. European Physical Education Review 27:2, pages 258-277.
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Michelle Parks & Chad Morrison. 2021. Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education. Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education
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Bryan J. Duarte & Curtis A. Brewer. (2018) “Caught in the Nets of ‘Discipline’”: Understanding the Possibilities for Writing Teachers’ Resistance to Standardization in Local Policy. Educational Policy 33:1, pages 88-110.
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Shane B. DugganShane B. Duggan. 2019. Education Policy, Digital Disruption and the Future of Work. Education Policy, Digital Disruption and the Future of Work
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Jennifer Ferguson & Dave Griffiths. (2018) Preparing Versus Persuading: Inequalities between Scottish State schools in University Application Guidance Practices. Social Sciences 7:9, pages 169.
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Amanda HeffernanAmanda Heffernan. 2018. The Principal and School Improvement. The Principal and School Improvement
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Michael Donnelly. (2014) Progressing to university: hidden messages at two state schools. British Educational Research Journal 41:1, pages 85-101.
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Seán Anthony Bracken. (2014) From National Policies and Sentiments to Local Practices and Subjectivities. SAGE Open 4:1, pages 215824401452542.
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Karen Monkman & Lisa Hoffman. (2013) Girls’ education: The power of policy discourse. Theory and Research in Education 11:1, pages 63-84.
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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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