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Leah Natasha Glassow. (2024) Inequitable teacher turnover and performance-based appraisal: a global trend?. Journal of Education Policy 39:2, pages 276-302.
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Diego Santori & Jessica Holloway. (2023) Knowledge-based resistance: the role of professional organisations in the struggle against statutory assessments in England. Pedagogy, Culture & Society 0:0, pages 1-19.
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Anna Traianou. (2023) Evaluation and its politics: trade unions and education reform in Greece. Education Inquiry 0:0, pages 1-20.
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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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Axel Rivas. (2023) The long road to systemic improvement in education: a comparative multi-level case study in federal countries. Comparative Education 59:1, pages 77-98.
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Ana Lucia Lennert da Silva. (2022) Comparing teacher autonomy in different models of educational governance. Nordic Journal of Studies in Educational Policy 8:2, pages 103-118.
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Axel Rivas & Belen Sanchez. (2022) Race to the classroom: the governance turn in Latin American education. The emerging era of accountability, control and prescribed curriculum. Compare: A Journal of Comparative and International Education 52:2, pages 250-268.
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Richard Poole. (2022) Perceptions of performativity in English Further Education. Research in Post-Compulsory Education 27:1, pages 148-172.
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Eivind Larsen. (2021) Mission and mandates: school leaders’ and teachers’ professional discretion in enacting education for democracy. International Journal of Leadership in Education 0:0, pages 1-25.
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Sarina Roschmann, Sara E. Witmer & Martin A. Volker. (2021) Examining provision and sufficiency of testing accommodations for English learners. International Journal of Testing 21:1, pages 32-55.
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Natalie Browes & Hülya K Altinyelken. (2021) The instrumentation of test-based accountability in the autonomous dutch system. Journal of Education Policy 36:1, pages 107-128.
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Marcel Pagès & Miriam Prieto. (2020) The instrumentation of global education reforms: an analysis of school autonomy with accountability policies in Spanish education. Educational Review 72:6, pages 671-690.
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Steven Lewis. (2020) Providing a platform for ‘what works’: platform-based governance and the reshaping of teacher learning through the OECD’s PISA4U. Comparative Education 56:4, pages 484-502.
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Ee-Seul Yoon & Sue Winton. (2020) Multiple privatisations in public education: issues, theories, and conversations. Journal of Educational Administration and History 52:1, pages 1-8.
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Craig Skerritt & Maija Salokangas. (2020) Patterns and paths towards privatisation in Ireland. Journal of Educational Administration and History 52:1, pages 84-99.
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Fiona Birkbeck, Andrew Townsend & Gary Winship. (2020) The cry for professional intimacy: A UK study of changes in the working lives of expert practitioners in health and education during the early 21st century. Cogent Education 7:1.
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Andrew Wilkins, Jordi Collet-Sabé, Brad Gobby & Judith Hangartner. (2019) Translations of new public management: a decentred approach to school governance in four OECD countries. Globalisation, Societies and Education 17:2, pages 147-160.
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Emma Rowe, Christopher Lubienski, Andrew Skourdoumbis, Jessica Gerrard & David Hursh. (2019) Exploring alternatives to the ‘neoliberalism’ critique: new language for contemporary global reform. Discourse: Studies in the Cultural Politics of Education 40:2, pages 147-149.
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Emma Rowe. (2019) Capitalism without capital: the intangible economy of education reform. Discourse: Studies in the Cultural Politics of Education 40:2, pages 271-279.
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Emma Rowe, Christopher Lubienski, Andrew Skourdoumbis, Jessica Gerrard & David Hursh. (2019) Templates, typologies and typifications: neoliberalism as keyword. Discourse: Studies in the Cultural Politics of Education 40:2, pages 150-161.
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Amaia Alberdi Ruiz de Alegría, Ainara Imaz Aguirre & Monike Gezuraga Amundarain. The understanding of ‘social responsibility and commitment’ of the teaching profession: a systematic review. Globalisation, Societies and Education 0:0, pages 1-27.
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Laura Mentini & Antonina Levatino. (2023) A “three-legged model”: (De)constructing school autonomy, accountability, and innovation in the Italian National Evaluation System. European Educational Research Journal 23:3, pages 321-346.
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Vanesa Romualdo. (2023) Federalismo educativo y neoliberalismo en Argentina durante la gestión nacional de la Alianza Cambiemos (2016-2019). Revista Educación, Política y Sociedad 8:2, pages 216-241.
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Marjolein K. Camphuijsen & Lluís Parcerisa. (2022) Teachers' beliefs about standardised testing and test‐based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway. European Journal of Education 58:1, pages 67-82.
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