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Discourse: Studies in the Cultural Politics of Education Volume 41, 2020 - Issue 1
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Articles

Seven reasons to question the hegemony of Visible Learning

Lucinda McKnightSchool of Education, Faculty of Arts and Education, Deakin University, Burwood, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-0997-6790
ORCID Icon &
Ben WhitburnSchool of Education, Faculty of Arts and Education, Deakin University, Burwood, AustraliaORCID Iconhttps://orcid.org/0000-0003-3137-2803
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Pages 32-44 | Published online: 31 May 2018

Citations (16)

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Read on this site (10)

Lucinda McKnight & A. Morgan. (2023) Medical fetishism in education: gendering the ‘clinical’ metaphor. Gender and Education 35:8, pages 709-723.
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Silvia Edling. (2023) The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön. Professional Development in Education 0:0, pages 1-18.
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Jennifer Charteris. (2022) Post-panoptic accountability: making data visible through ‘data walls’ for schooling improvement. British Journal of Sociology of Education 43:3, pages 333-348.
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Steven Lewis. (2021) The turn towards policy mobilities and the theoretical-methodological implications for policy sociology. Critical Studies in Education 62:3, pages 322-337.
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Stephanie Wescott. (2021) What an English Teacher Knows: Teaching in the Post-truth Era. Changing English 28:1, pages 118-130.
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Lucinda McKnight & Andy Morgan. (2020) A broken paradigm? What education needs to learn from evidence-based medicine. Journal of Education Policy 35:5, pages 648-664.
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Robert Hattam. (2020) Untimely meditations for critical pedagogy. Asia-Pacific Journal of Teacher Education 48:1, pages 79-92.
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Lucinda McKnight & Andy Morgan. (2020) Why ‘clinical teaching’? An interdisciplinary analysis of metaphor in initial teacher preparation. Journal of Education for Teaching 46:1, pages 87-98.
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Matthew Krehl Edward Thomas & Benjamin Jay Whitburn. (2019) Time for inclusion?. British Journal of Sociology of Education 40:2, pages 159-173.
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Amanda Heffernan. (2018) Power and the ‘autonomous’ principal: autonomy, teacher development, and school leaders’ work. Journal of Educational Administration and History 50:4, pages 379-396.
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Articles from other publishers (6)

Benjamin Zonca & Josh Ambrosy. (2023) Using teacher narratives to map policy effects in the Victorian Government International Baccalaureate Primary Years Programme (IB-PYP) context. Qualitative Research Journal.
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Pat Norman. (2022) Technology and aesthetics in school excellence policies: the case of Through Growth to Achievement. The Australian Educational Researcher.
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George Lilley. 2022. Empowering Teachers and Democratising Schooling. Empowering Teachers and Democratising Schooling 43 59 .
Lucinda McKnight. 2021. Curriculum Challenges and Opportunities in a Changing World. Curriculum Challenges and Opportunities in a Changing World 303 323 .
Mark Howie. (2019) In ‘obey’-ance: one principal’s critically reflexive engagement with research in a culture of compliance. The Australian Educational Researcher 47:4, pages 679-692.
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Steven LewisSteven Lewis. 2020. PISA, Policy and the OECD. PISA, Policy and the OECD 29 63 .

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