Citations (17)
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Read on this site (5)
Clavia T. Williams-McBean. (2023) Using school-based assessments to advance the integration of sustainable development competences by capitalising on the practice of teaching to the test. Environmental Education Research 29:5, pages 715-732.
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Juuso Henrik Nieminen. (2021) Beyond empowerment: student self-assessment as a form of resistance. British Journal of Sociology of Education 42:8, pages 1246-1264.
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Natalia Albornoz, Jenny Assaél & Jesús Redondo. (2021) The circle of non-dialogue: everyday interactions at schools located in vulnerable areas and Chilean educational system. Ethnography and Education 16:2, pages 181-197.
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Gavin Ward & David Scott. (2021) Negotiating the Daily Mile Challenge; looking-like a walking break from the classroom. Sport, Education and Society 26:2, pages 119-134.
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Laura A. Taylor. (2019) Negotiating Discourses of Curriculum and Time: Tensions of Humanizing and Dehumanizing Discourses in an Urban Elementary School. Equity & Excellence in Education 52:2-3, pages 312-326.
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Articles from other publishers (12)
Adel Mendoza-Mendoza, Daniel Mendoza-Casseres & Enrique De La Hoz-Domíngez. (2024) Comparison of industrial engineering programs in Colombia based on standardized test results. Evaluation and Program Planning 103, pages 102415.
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Christian Sebastián & Verónica Villarroel-Henríquez. (2024)
Discursive interactions in the classroom. Ideas to expand research and enhance teaching practice to multiply opportunities to learn /
Interacciones discursivas en el aula. Pistas para ampliar la investigación y potenciar la práctica docente
. Culture and Education: Cultura y Educación 36:1, pages 3-12.
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Michiko Hikida & Laura A. Taylor. (2020) “As the Test Collapses In”: Teaching and Learning Amid High-Stakes Testing in Two Urban Elementary Classrooms. Urban Education 58:6, pages 1032-1060.
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Adel Mendoza-Mendoza, Enrique De La Hoz-Domínguez & Delimiro Visbal-Cadavid. (2023) Classification of industrial engineering programs in Colombia based on state tests. Heliyon 9:5, pages e16002.
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Julia Snell & Ian Cushing. (2022) “A lot of them write how they speak”: policy, pedagogy and the policing of ‘nonstandard’ English. Literacy 56:3, pages 199-211.
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Eran Zafrani & Anat Yarden. (2021) Dialog‐constraining institutional logics and their interactional manifestation in the science classroom. Science Education 106:1, pages 142-171.
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Elizabeth Titley, Andrew James Davies & Stephen Atherton. (2020) ‘Nid yw wedi’i fwriadu i gael ei asesu yn y ffordd rydyn ni’n asesu’: Ailfeddwl am asesu ar gyfer cymhwyster yng nghyddestun gweithredu’r Cwricwlwm i Gymru. The Curriculum Journal 31:2.
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Elizabeth Titley, Andrew James Davies & Stephen Atherton. (2020) ‘[It] isn’t designed to be assessed how we assess’: rethinking assessment for qualification in the context of the implementation of the Curriculum for Wales. The Curriculum Journal 31:2, pages 303-316.
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Laura A. Taylor. (2019) Rights, duties and spaces of agency amidst high-stakes testing. English Teaching: Practice & Critique 18:2, pages 204-217.
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Michael B. Sherry, Gretchen Dodson & Sherridon Sweeney. (2019) Improvising identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom. Linguistics and Education 50, pages 36-45.
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Elisa Calcagni & Leonardo Lago. (2018) The Three Domains for Dialogue: A framework for analysing dialogic approaches to teaching and learning. Learning, Culture and Social Interaction 18, pages 1-12.
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Julia Snell & Adam Lefstein. (2017) “Low Ability,” Participation, and Identity in Dialogic Pedagogy. American Educational Research Journal 55:1, pages 40-78.
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