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Discourse: Studies in the Cultural Politics of Education Volume 36, 2015 - Issue 5: Governing by comparison: the effects of international large scale assessment on education policy and research
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Review essay

Data infrastructure: a review of expanding accountability systems and large-scale assessments in education

Sam SellarSchool of Education, The University of Queensland, Brisbane, QLD, AustraliaCorrespondence[email protected]
Pages 765-777 | Published online: 24 Jun 2014

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Molly S. Stewart, Elizabeth Pier, Dan Ralyea & Andrew Rice. (2023) Interoperability and data standards in the K-12 education sector: intersections with data justice. Learning, Media and Technology 48:2, pages 324-336.
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Luci Pangrazio, Neil Selwyn & Bronwyn Cumbo. (2023) A patchwork of platforms: mapping data infrastructures in schools. Learning, Media and Technology 48:1, pages 65-80.
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Otto Sahlgren. (2023) The politics and reciprocal (re)configuration of accountability and fairness in data-driven education. Learning, Media and Technology 48:1, pages 95-108.
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Nelli Piattoeva & Antti Saari. (2022) Rubbing against data infrastructure(s): methodological explorations on working with(in) the impossibility of exteriority. Journal of Education Policy 37:2, pages 165-185.
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Gang Zhu. (2021) A prism of the educational utopia: the East Asian Educational Model, reference society, and reciprocal learning. Discourse: Studies in the Cultural Politics of Education 42:6, pages 943-957.
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Nikki Stevens & Os Keyes. (2021) Seeing infrastructure: race, facial recognition and the politics of data. Cultural Studies 35:4-5, pages 833-853.
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Julie McLeod & Kate O’Connor. (2021) Ethics, archives and data sharing in qualitative research. Educational Philosophy and Theory 53:5, pages 523-535.
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Radhika Gorur & Joyeeta Dey. (2021) Making the user friendly: the ontological politics of digital data platforms. Critical Studies in Education 62:1, pages 67-81.
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James Craske. (2018) ‘You can’t show impact with a new pair of shoes’: negotiating disadvantage through Pupil Premium. Journal of Education Policy 33:4, pages 526-557.
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Steven Lewis. (2017) Policy, philanthropy and profit: the OECD’s PISA for Schools and new modes of heterarchical educational governance. Comparative Education 53:4, pages 518-537.
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Greg Thompson. (2017) Computer adaptive testing, big data and algorithmic approaches to education. British Journal of Sociology of Education 38:6, pages 827-840.
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Sam Sellar. (2017) Making network markets in education: the development of data infrastructure in Australian schooling. Globalisation, Societies and Education 15:3, pages 341-351.
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Kalervo N. Gulson, Steven Lewis, Bob Lingard, Christopher Lubienski, Keita Takayama & P. Taylor Webb. (2017) Policy mobilities and methodology: a proposition for inventive methods in education policy studies. Critical Studies in Education 58:2, pages 224-241.
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Jason Beech & Fazal Rizvi. (2017) Revisiting Jullien in an era of globalisation. Compare: A Journal of Comparative and International Education 47:3, pages 374-387.
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Steven Lewis & Ian Hardy. (2017) Tracking the Topological: The Effects of Standardised Data Upon Teachers’ Practice. British Journal of Educational Studies 65:2, pages 219-238.
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Sam Sellar & David R. Cole. (2017) Accelerationism: a timely provocation for the critical sociology of education. British Journal of Sociology of Education 38:1, pages 38-48.
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Steven Lewis & Bob Lingard. (2015) The multiple effects of international large-scale assessment on education policy and research. Discourse: Studies in the Cultural Politics of Education 36:5, pages 621-637.
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Sam Sellar. (2015) A feel for numbers: affect, data and education policy. Critical Studies in Education 56:1, pages 131-146.
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Luís Miguel Carvalho & Sofia Viseu. New philanthropy in education in Portugal: fabricating social inclusion as policy, knowledge and practice. Discourse: Studies in the Cultural Politics of Education 0:0, pages 1-13.
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Jennifer Clutterbuck. (2022) Review of Kalervo N. Gulson, Sam Sellar, and Taylor P. Webb (2022). Algorithms of Education: How Datafication and Artificial Intelligence Shape Policy. Postdigital Science and Education 5:1, pages 232-236.
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Teresa Swist & Kalervo N. Gulson. (2022) School Choice Algorithms: Data Infrastructures, Automation, and Inequality. Postdigital Science and Education 5:1, pages 152-170.
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Mathias Decuypere. (2021) The Topologies of Data Practices: A Methodological Introduction. Journal of New Approaches in Educational Research 10:1, pages 67.
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Wiebke Curdt & Silke Schreiber-Barsch. (2020) Abilities in the blind spot of testing regimes: Eliciting the benefits and the limitations of participatory research approaches for numeracy in adult basic education. International Review of Education 66:2-3, pages 387-413.
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Steven LewisSteven Lewis. 2020. PISA, Policy and the OECD. PISA, Policy and the OECD 65 95 .
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Kalervo N Gulson & Sam Sellar. (2018) Emerging data infrastructures and the new topologies of education policy. Environment and Planning D: Society and Space 37:2, pages 350-366.
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Sigrid Hartong & Annina Förschler. (2019) Opening the black box of data-based school monitoring: Data infrastructures, flows and practices in state education agencies. Big Data & Society 6:1, pages 205395171985331.
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Ming-Chi Liu & Yueh-Min Huang. (2017) The use of data science for education: The case of social-emotional learning. Smart Learning Environments 4:1.
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Kalervo N Gulson & P Taylor Webb. (2017) Mapping an emergent field of ‘computational education policy’: Policy rationalities, prediction and data in the age of Artificial Intelligence. Research in Education 98:1, pages 14-26.
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Jorunn Møller. (2017) Leading education beyond what works. European Educational Research Journal 16:4, pages 375-385.
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Gemma Moss. (2017) Assessment, accountability and the literacy curriculum: reimagining the future in the light of the past. Literacy 51:2, pages 56-64.
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Ben Williamson. (2015) Digital methodologies of education governance: Pearson plc and the remediation of methods. European Educational Research Journal 15:1, pages 34-53.
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Andreas Breiter. 2016. Stakeholders and Information Technology in Education. Stakeholders and Information Technology in Education 95 103 .
Sam Sellar. (2015) ‘Unleashing aspiration’: The concept of potential in education policy. The Australian Educational Researcher 42:2, pages 201-215.
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