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Original Articles

‘Where you stand depends on where you sit’: the social construction of policy enactments in the (English) secondary school

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Per Andersson & Karolina Muhrman. (2024) Study and career counselling in Swedish adult education. British Journal of Guidance & Counselling 52:2, pages 348-360.
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Alice Tawell. (2023) Enacting national school exclusion policy at the local level in England: is it black and white?. International Journal of Inclusive Education 0:0, pages 1-19.
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M Akshir Ab Kadir. (2023) Connecting policy, practice and professional learning: a case study. Educational Research 65:4, pages 496-514.
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Emma Wainwright & Kate Hoskins. (2023) Spatial–temporal enactments of home-schooling among low-income families of primary-aged children. Educational Review 0:0, pages 1-19.
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Ellen Larsen & Nicole Mockler. (2023) Australian teacher educators responding to policy discourses of quality. Educational Review 75:6, pages 1063-1083.
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Martin Malmström. (2023) Anticipations of practice-near school research in Sweden. Nordic Journal of Studies in Educational Policy 9:3, pages 233-247.
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Ellen Larsen, Elizabeth Curtis, Hoa T. M. Nguyen & Tony Loughland. (2023) Perspectives on teacher standards in the mentoring process: insights from mentors and early career teachers in an Australian context. Educational Review 0:0, pages 1-17.
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Craig Skerritt, Gerry McNamara, Irene Quinn, Joe O’Hara & Martin Brown. (2023) Middle leaders as policy translators: prime actors in the enactment of policy. Journal of Education Policy 38:4, pages 567-585.
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Craig Skerritt, Joe O’Hara, Martin Brown, Gerry McNamara & Shivaun O’Brien. (2023) Enacting school self-evaluation: the policy actors in Irish schools. International Studies in Sociology of Education 32:3, pages 694-716.
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Craig Skerritt, Joe O’Hara & Martin Brown. (2023) Researching how student voice plays out in relation to classroom practice in Irish post-primary schools: a heuristic device. Irish Educational Studies 42:3, pages 297-314.
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Emmajane Milton, Alexandra Morgan, Andrew James Davies, Mark Connolly, Damian Donnelly & Iwan Ellis. (2023) Framing headship: a demand-side analysis of how the headteacher role is articulated in job descriptions. International Journal of Leadership in Education 26:2, pages 339-358.
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Kate Greer, Heather King & Melissa Glackin. (2023) The ‘web of conditions’ governing England’s climate change education policy landscape. Journal of Education Policy 38:1, pages 69-92.
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Jessica Benson-Egglenton. (2022) Whose target group is it anyway? The messy business of enacting widening participation policy. Journal of Further and Higher Education 46:10, pages 1407-1420.
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Ulla Damber, Carina Hermansson, Birgit Andersson & Mareike Jendis. (2022) Factors facilitating and obstructing a school development project. Education Inquiry 13:4, pages 428-446.
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Camille Kandiko Howson, Eliel Cohen & Julianne K. Viola. (2022) Inertia in elite STEM widening participation: the use of contextual data in admissions. British Journal of Sociology of Education 43:6, pages 950-969.
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Kathryn Spicksley. (2022) ‘The very best generation of teachers ever’: teachers in post-2010 ministerial speeches. Journal of Education Policy 37:4, pages 655-679.
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Viviana O. Pitton & Marcia McKenzie. (2022) What moves us also moves policy: the role of affect in mobilizing education policy on sustainability. Journal of Education Policy 37:4, pages 527-547.
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Andrew M. Hammond. (2022) The relationship between disability and inclusion policy and sports coaches’ perceptions of practice. International Journal of Sport Policy and Politics 14:3, pages 471-487.
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Karolina Muhrman & Per Andersson. (2022) Adult education in Sweden in the wake of marketisation. Studies in the Education of Adults 54:1, pages 25-42.
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Freya Johnson Ross & Jenny Parkes. (2021) Engaging with policy actors and the discursive politics of school-related gender-based violence in Ethiopia and Zambia. Discourse: Studies in the Cultural Politics of Education 42:4, pages 559-571.
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Pamela Woolner & Ulrike Stadler-Altmann. (2021) Openness – flexibility – transition. Nordic prospects for changes in the school learning environment. Education Inquiry 12:3, pages 301-310.
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Ulrika Bergmark & Kristina Hansson. (2021) How Teachers and Principals Enact the Policy of Building Education in Sweden on a Scientific Foundation and Proven Experience: Challenges and Opportunities. Scandinavian Journal of Educational Research 65:3, pages 448-467.
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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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Johan Liljestrand. (2021) Like school and not like school: ambivalences in Swedish preschool teachers’ enacted policy. Nordic Journal of Studies in Educational Policy 7:1, pages 44-52.
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Lesley Hagger-Vaughan. (2020) Is the English Baccalaureate (EBacc) helping participation in language learning in secondary schools in England?. The Language Learning Journal 48:5, pages 519-533.
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Annette Braun & Meg Maguire. (2020) Doing without believing – enacting policy in the English primary school. Critical Studies in Education 61:4, pages 433-447.
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Kalwant Bhopal & Clare Pitkin. (2020) ‘Same old story, just a different policy’: race and policy making in higher education in the UK. Race Ethnicity and Education 23:4, pages 530-547.
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Jennifer L. Walton-Fisette & Sue Sutherland. (2020) Time to SHAPE Up: developing policies, standards and practices that are socially just. Physical Education and Sport Pedagogy 25:3, pages 274-287.
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Helena Hinke Dobrochinski Candido. (2020) Datafication in schools: enactments of quality assurance and evaluation policies in Brazil. International Studies in Sociology of Education 29:1-2, pages 126-157.
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Richard Harris, Louise Courtney, Zain Ul-Abadin & Katharine Burn. (2020) Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment. Research Papers in Education 35:2, pages 228-248.
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Wayne Melville, Ian Hardy & Matt Roy. (2019) Struggling to ‘see the big picture’: professional learning, policy and precarious employment. Teacher Development 23:4, pages 407-424.
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Charlene Tan. (2019) Neoliberalism as exception: the New High-Quality School project in Shanghai. Discourse: Studies in the Cultural Politics of Education 40:4, pages 443-457.
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Meg Maguire & Annette Braun. (2019) Headship as policy narration: generating metaphors of leading in the English primary school. Journal of Educational Administration and History 51:2, pages 103-116.
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Joanna McIntyre, Bernadette Youens & Howard Stevenson. (2019) Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England. Research Papers in Education 34:2, pages 153-168.
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Janet Csontos. (2019) Truth and Decolonization: Filling the Educator Achievement Gap Darn It!. American Review of Canadian Studies 49:1, pages 150-186.
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Amanda McKay. (2018) The influence of school context on school improvement policy enactment: an australian case study. International Journal of Leadership in Education 21:6, pages 621-632.
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Naomi Rudoe. (2018) Lesbian and gay teachers and sex/uality education policy enactment in schools. Discourse: Studies in the Cultural Politics of Education 39:6, pages 926-940.
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Qing Gu, Pam Sammons & Junjun Chen. (2018) How Principals of Successful Schools Enact Education Policy: Perceptions and Accounts From Senior and Middle Leaders. Leadership and Policy in Schools 17:3, pages 373-390.
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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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Sarah J. McCarthey & Rebecca Woodard. (2018) Faithfully following, adapting, or rejecting mandated curriculum: teachers’ curricular enactments in elementary writing instruction. Pedagogies: An International Journal 13:1, pages 56-80.
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Charlene Tan. (2017) The enactment of the policy initiative for critical thinking in Singapore schools. Journal of Education Policy 32:5, pages 588-603.
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Georgia McGrath, Laura Alfrey & Ruth Jeanes. (2017) Community connections in health and physical education: a reflection of stakeholder experiences. Asia-Pacific Journal of Health, Sport and Physical Education 8:2, pages 101-114.
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Rille Raaper. (2017) Tracing assessment policy discourses in neoliberalised higher education settings. Journal of Education Policy 32:3, pages 322-339.
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Martin Myers & Kalwant Bhopal. (2017) Racism and bullying in rural primary schools: protecting White identities post Macpherson. British Journal of Sociology of Education 38:2, pages 125-143.
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Augusto Riveros & Melody Viczko. (2015) The enactment of professional learning policies: performativity and multiple ontologies. Discourse: Studies in the Cultural Politics of Education 36:4, pages 533-547.
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Diana Holmqvist, Per Andersson & Karolina Muhrman. Fast delivery, on demand: how flexibility and individualization policy are enacted in Swedish municipal adult education. Nordic Journal of Studies in Educational Policy 0:0, pages 1-13.
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Orla McCormack, Joanne O’Flaherty & Emmanuel O’Grady. Exploring how respect is articulated in Irish education policy, curriculum, circulars and legislation. Irish Educational Studies 0:0, pages 1-18.
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