Citations (30)
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Read on this site (12)
Jane Carter. (2023) Supporting preservice teachers to become informed teachers of reading through one-to-one tutoring in an English initial teacher education setting. Education 3-13 51:4, pages 543-556.
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Ian Cushing. (2023) Policy Mechanisms of the Standard Language Ideology in England’s Education System. Journal of Language, Identity & Education 22:3, pages 279-293.
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Clare Kosnik, Lydia Menna & Pooja Dharamshi. (2022) Displaced academics: intended and unintended consequences of the changing landscape of teacher education. European Journal of Teacher Education 45:1, pages 127-149.
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Ian Cushing. (2021) ‘Say it like the Queen’: the standard language ideology and language policy making in English primary schools. Language, Culture and Curriculum 34:3, pages 321-336.
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Ian Cushing & Marie Helks. (2021) Exploring primary and secondary students’ experiences of grammar teaching and testing in England. English in Education 55:3, pages 239-250.
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Helen M. Gunter, David Hall & Colin Mills. (2015) Consultants, consultancy and consultocracy in education policymaking in England. Journal of Education Policy 30:4, pages 518-539.
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Clare Kosnik, Lydia Menna, Pooja Dharamshi, Cathy Miyata, Yiola Cleovoulou & Clive Beck. (2015) Four spheres of knowledge required: an international study of the professional development of literacy/English teacher educators. Journal of Education for Teaching 41:1, pages 52-77.
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Harvey Goldstein & Gemma Moss. (2014) Knowledge and numbers in education. Comparative Education 50:3, pages 259-265.
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Gemma Moss. (2014) Putting literacy attainment data in context: examining the past in search of the present. Comparative Education 50:3, pages 357-373.
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Ken Jones. (2014) Conservatism and educational crisis: the case of England. Education Inquiry 5:1.
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Gemma Moss. (2013) Research, policy and knowledge flows in education: what counts in knowledge mobilisation?. Contemporary Social Science 8:3, pages 237-248.
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Mary Bailey. (2012) Low-profile policy: the case of study support in education policy ensembles in England. Journal of Education Policy 27:4, pages 555-572.
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Articles from other publishers (18)
Clare Kosnik, Lydia Menna & Pooja Dharamshi. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Gemma Moss, Ann Hodgson & Susan Cousin. 2023. Key Competences and New Literacies. Key Competences and New Literacies
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Ian CushingIan Cushing. 2022. Standards, Stigma, Surveillance. Standards, Stigma, Surveillance
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164
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Ian CushingIan Cushing. 2022. Standards, Stigma, Surveillance. Standards, Stigma, Surveillance
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Ian Cushing. (2020) Grammar tests, de facto policy and pedagogical coercion in England’s primary schools. Language Policy 20:4, pages 599-622.
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Jane Carter. (2020) The assessment has become the curriculum: Teachers’ views on the Phonics Screening Check in England. British Educational Research Journal 46:3, pages 593-609.
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Paul Gardner. 2019. Literacy Unbound: Multiliterate, Multilingual, Multimodal. Literacy Unbound: Multiliterate, Multilingual, Multimodal
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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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Helen M. Gunter & Colin MillsHelen M. Gunter & Colin Mills. 2017. Consultants and Consultancy: the Case of Education. Consultants and Consultancy: the Case of Education
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Helen M. Gunter & Colin MillsHelen M. Gunter & Colin Mills. 2017. Consultants and Consultancy: the Case of Education. Consultants and Consultancy: the Case of Education
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Gemma Moss. (2016) Knowledge, education and research: Making common cause across communities of practice. British Educational Research Journal 42:6, pages 927-944.
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Clare Kosnik, Clive Beck & A. Lin Goodwin. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education
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David Hall, Emiliano Grimaldi, Helen M Gunter, Jorunn Møller, Roberto Serpieri & Guri Skedsmo. (2015) Educational reform and modernisation in Europe: The role of national contexts in mediating the new public management. European Educational Research Journal 14:6, pages 487-507.
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Sue Ellis & Gemma Moss. (2014) Ethics, education policy and research: the phonics question reconsidered. British Educational Research Journal 40:2, pages 241-260.
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Julia Brannen & Gemma Moss. (2012) Critical Issues in Designing Mixed Methods Policy Research. American Behavioral Scientist 56:6, pages 789-801.
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Gemma Moss. (2011) Policy and the search for explanations for the gender gap in literacy attainment. Literacy 45:3, pages 111-118.
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Colin Mills. (2011) Framing literacy policy: power and policy drivers in primary schools. Literacy 45:3, pages 103-110.
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Gemma Moss. (2010) Remaking primary education: reading Children, their World, their Education: Final Report and Recommendations of the Cambridge Primary Review. Literacy 44:3, pages 144-148.
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