Citations (37)
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Yimmy Alexander Hoyos Pipicano. (2024) Exploring standardized tests washback from the decolonial option: implications for rural teachers and students. Cogent Arts & Humanities 11:1.
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Janna McClain & Katie Schrodt. (2024) Service, suffering, and silence: a duoethnographic exploration of the evangelical roots of gender hierarchies in American elementary schools. Gender and Education 36:2, pages 119-134.
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Soo Sturrock. (2022) Primary teachers’ experiences of neo-liberal education reform in England: ‘Nothing is ever good enough’. Research Papers in Education 37:6, pages 1214-1240.
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Catherine Lloyd & Peter Wolstencroft. (2022) Yes, but what happens next? Succession planning in English further education colleges. Research in Post-Compulsory Education 27:3, pages 391-412.
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Samuel Holdstock. (2021) The Dialogic Possibilities for Interactive Fiction in the Secondary Academy English Classroom. Changing English 28:4, pages 395-410.
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Martin Mills, Nicole Mockler, Meghan Stacey & Becky Taylor. (2021) ‘The village and the world’: research with, for and by teachers in an age of data. Teaching Education 32:1, pages 1-6.
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Martin Mills, Nicole Mockler, Meghan Stacey & Becky Taylor. (2021) Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education 32:1, pages 77-98.
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Eduardo Cavieres-Fernández & Carlos Urrutia. (2021) Enacting Student Teachers’ Beliefs in an Accountability Policy Context in Chile. The Teacher Educator 56:1, pages 83-100.
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Laura Guihen. (2020) Using interpretative phenomenological analysis (IPA) to explore the career experiences of women deputy headteachers. International Journal of Research & Method in Education 43:5, pages 526-540.
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M. Dam, F. J. J. M. Janssen & J. H. van Driel. (2020) Making sense of student data in teacher professional development. Professional Development in Education 46:2, pages 256-273.
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Matt O’Leary & Phil Wood. (2019) Reimagining teaching excellence: why collaboration, rather than competition, holds the key to improving teaching and learning in higher education. Educational Review 71:1, pages 122-139.
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Kay Fuller. (2019) “That would be my red line”: an analysis of headteachers’ resistance of neoliberal education reforms. Educational Review 71:1, pages 31-50.
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Meg Maguire, Annette Braun & Stephen Ball. (2018) Discomforts, opposition and resistance in schools: the perspectives of union representatives. British Journal of Sociology of Education 39:7, pages 1060-1073.
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Articles from other publishers (24)
Md. Maksud Ali. (2022) Datafication, Teachers' Dispositions and English Language Teaching in Bangladesh: A Bourdieuian Analysis. TESOL Quarterly 57:4, pages 1282-1308.
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Robert Gandy, Peter Wolstencroft, Katherine Geer & Leanne de Main. (2023) Clear vision: a step towards unravelling student recruitment in English universities?. Benchmarking: An International Journal.
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Md. Maksud Ali & M Obaidul Hamid. (2023) Teacher agency and washback: insights from classrooms in rural Bangladesh. ELT Journal 77:1, pages 52-61.
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Nada Seva & Ivana Djeric. (2023) A phenomenological analysis of teacher experiences during professional learning on the implementation of the question formulation technique. Zbornik Instituta za pedagoska istrazivanja 55:1, pages 5-32.
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Jose Eos Trinidad. (2023) The Irony of Accountability: How a Performance-Inducing Policy Reduces Motivation to Perform. Socius: Sociological Research for a Dynamic World 9.
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Steven Kolber & Keith Heggart. (2021) Education focused pracademics on twitter: building democratic fora. Journal of Professional Capital and Community 7:1, pages 26-44.
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Mihajla Gavin. (2021) Reframing the narrative: Renewing power resources and capabilities in union campaigns for public education. Journal of Industrial Relations 63:5, pages 753-776.
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Sofie Flensburg & Stine Lomborg. (2021) Datafication research: Mapping the field for a future agenda. New Media & Society, pages 146144482110466.
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Alison L. Milner, Paola Mattei & Christian Ydesen. (2021) Governing education in times of crisis: State interventions and school accountabilities during the COVID-19 pandemic. European Educational Research Journal 20:4, pages 520-539.
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Patrick Carmichael. (2019) Postdigital Possibilities: Operaismo, Co-research, and Educational Inquiry. Postdigital Science and Education 2:2, pages 380-396.
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Paul Bocking. (2020) The Trinational Coalition in Defense of Public Education and the Challenges of International Teacher Solidarity. Labor Studies Journal 45:1, pages 114-134.
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Sharon C Bolton & Knut Laaser. (2020) The Moral Economy of Solidarity: A Longitudinal Study of Special Needs Teachers. Work, Employment and Society 34:1, pages 55-72.
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Mark Pulsford. (2019) Go into school, get a cushy job, move to a better area: Male primary school teachers and neoliberal regimes of value. Power and Education 11:3, pages 346-363.
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Phil Wood & Matt O’Leary. (2019) Moving beyond teaching excellence. International Journal of Comparative Education and Development 21:2, pages 112-126.
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Paul Bocking. (2019) The Mexican teachers' movement in the context of neoliberal education policy and strategies for resistance. Journal of Labor and Society 22:1, pages 61-76.
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Noah W. Sobe. (2018) Problematizing Comparison in a Post-Exploration Age: Big Data, Educational Knowledge, and the Art of Criss-Crossing. Comparative Education Review 62:3, pages 325-343.
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