Citations (69)
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Min Ji Kim. (2023) Happiness, politics and education reform in South Korea: building ‘happy human capital’ for the future. Comparative Education 59:4, pages 489-505.
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Eleftherios Klerides. (2023) Comparative education and international relations. Comparative Education 59:3, pages 416-435.
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Ann Margaret Doyle. (2023) Twenty years on – what can PISA tell us about educational inequality in France and England?. Compare: A Journal of Comparative and International Education 53:4, pages 603-617.
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Joni Forsell & Ville Mankki. (2023) Evidence through the lens of bibliometrics—the case of Finnish higher education admission reform. Nordic Journal of Studies in Educational Policy 9:2, pages 75-85.
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Rosie Peppin Vaughan & Helen Longlands. (2023) A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls’ education. Comparative Education 59:2, pages 282-304.
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Íris Santos & Vera G. Centeno. (2023) Inspirations from abroad: the impact of PISA on countries’ choice of reference societies in education. Compare: A Journal of Comparative and International Education 53:2, pages 269-286.
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Ben A. Coldham. (2023) Inside the bubble: English as an additional language policy in British international schools. Compare: A Journal of Comparative and International Education 0:0, pages 1-17.
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Eleftherios Klerides. (2022) Comparisons, numbers and nations: exploring national policy responses to international data via a postfoundational imagining of the policymaker. Journal of Education Policy 37:5, pages 762-780.
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Stephen J. Ball. (2021) Response: Policy? Policy research? How absurd?. Critical Studies in Education 62:3, pages 387-393.
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Sung won Kim & Lois Y. Kim. (2021) Happiness education and the Free Year Program in South Korea. Comparative Education 57:2, pages 247-266.
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Ravit Mizrahi-Shtelman. (2021) Looking for their voice: the formation of identity in the new Israeli principals’ organisation. Globalisation, Societies and Education 19:1, pages 81-97.
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Diane Mayer & Martin Mills. (2021) Professionalism and teacher education in Australia and England. European Journal of Teacher Education 44:1, pages 45-61.
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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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Yun You. (2020) The ‘new Orientalism’: education policy borrowing and representations of East Asia. Compare: A Journal of Comparative and International Education 50:5, pages 742-763.
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Ly Thi Tran, Tran Le Huu Nghia, Minh Nguyet Nguyen & Mai Ngo. (2020) ‘Let go of out-of-date values holding us back’: Foreign influences on teaching-learning, research and community engagement in Vietnamese universities. Cambridge Journal of Education 50:3, pages 281-301.
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Gita Steiner-Khamsi, Berit Karseth & Chanwoong Baek. (2020) From science to politics: commissioned reports and their political translation into White Papers. Journal of Education Policy 35:1, pages 119-144.
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Michael Crossley. (2019) Policy transfer, sustainable development and the contexts of education. Compare: A Journal of Comparative and International Education 49:2, pages 175-191.
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Steven Lewis & Anna Hogan. (2019) Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions. Critical Studies in Education 60:1, pages 1-18.
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Greg William Misiaszek. (2018) A critical scholar’s journey in China: A brief Freirean analysis of insider–outsider tensions. Educational Philosophy and Theory 50:12, pages 1133-1143.
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Nuria López-Guereñu. (2018) Exploring vet policy making: the policy borrowing and learning nexus in relation to plurinational states—the Basque case. Journal of Education and Work 31:5-6, pages 503-518.
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Roberto Santiago de Roock & Darlene Machell Espeña. (2018) Constructing underachievement: the discursive life of Singapore in US federal education policy. Asia Pacific Journal of Education 38:3, pages 303-318.
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Sue Grey & Paul Morris. (2018) PISA: multiple ‘truths’ and mediatised global governance. Comparative Education 54:2, pages 109-131.
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Jane Courtney. (2017) An exploration of the interaction between global education policy orthodoxies and national education practices in Cambodia, illuminated through the voices of local teacher educators. Compare: A Journal of Comparative and International Education 47:6, pages 891-907.
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Ly Thi Tran, Mai Ngo, Nhai Nguyen & Xuan Thu Dang. (2017) Hybridity in Vietnamese universities: an analysis of the interactions between Vietnamese traditions and foreign influences. Studies in Higher Education 42:10, pages 1899-1916.
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Florian Waldow. (2017) Projecting images of the ‘good’ and the ‘bad school’: top scorers in educational large-scale assessments as reference societies. Compare: A Journal of Comparative and International Education 47:5, pages 647-664.
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Tae-Hee Choi. (2017) Hidden transcripts of teacher resistance: a case from South Korea. Journal of Education Policy 32:4, pages 480-502.
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Katherine Forestier & Bob Adamson. (2017) A critique of PISA and what Jullien’s plan might offer. Compare: A Journal of Comparative and International Education 47:3, pages 359-373.
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Steven Lewis. (2017) Governing schooling through ‘what works’: the OECD’s PISA for Schools. Journal of Education Policy 32:3, pages 281-302.
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Yun You. (2017) Comparing school accountability in England and its East Asian sources of ‘borrowing’. Comparative Education 53:2, pages 224-244.
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Yun You & Paul Morris. (2016) Imagining school autonomy in high-performing education systems: East Asia as a source of policy referencing in England. Compare: A Journal of Comparative and International Education 46:6, pages 882-905.
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Millie Lee & Paul Morris. (2016) Lifelong learning, income inequality and social mobility in Singapore. International Journal of Lifelong Education 35:3, pages 286-312.
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Euan Auld & Paul Morris. (2016) PISA, policy and persuasion: translating complex conditions into education ‘best practice’. Comparative Education 52:2, pages 202-229.
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Jennifer Chung. (2016) The (mis)use of the Finnish teacher education model: ‘policy-based evidence-making’?. Educational Research 58:2, pages 207-219.
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Alma Harris, Michelle Jones & Donnie Adams. (2016) Qualified to lead? A comparative, contextual and cultural view of educational policy borrowing. Educational Research 58:2, pages 166-178.
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Katherine Forestier, Bob Adamson, Christine Han & Paul Morris. (2016) Referencing and borrowing from other systems: the Hong Kong education reforms. Educational Research 58:2, pages 149-165.
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Steven Lewis & Bob Lingard. (2015) The multiple effects of international large-scale assessment on education policy and research. Discourse: Studies in the Cultural Politics of Education 36:5, pages 621-637.
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Katherine Forestier & Michael Crossley. (2015) International education policy transfer – borrowing both ways: the Hong Kong and England experience. Compare: A Journal of Comparative and International Education 45:5, pages 664-685.
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Paul Morris. (2015) Comparative education, PISA, politics and educational reform: a cautionary note. Compare: A Journal of Comparative and International Education 45:3, pages 470-474.
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Elizabeth McNess, Lore Arthur & Michael Crossley. (2015) ‘Ethnographic dazzle’ and the construction of the ‘Other’: revisiting dimensions of insider and outsider research for international and comparative education. Compare: A Journal of Comparative and International Education 45:2, pages 295-316.
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Gary Beauchamp, Linda Clarke, Moira Hulme & Jean Murray. (2015) Teacher education in the United Kingdom post devolution: convergences and divergences. Oxford Review of Education 41:2, pages 154-170.
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Euan Auld & Paul Morris. (2014) Comparative education, the ‘New Paradigm’ and policy borrowing: constructing knowledge for educational reform. Comparative Education 50:2, pages 129-155.
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Julian G. Elliott. (2014) Lessons from abroad: whatever happened to pedagogy?. Comparative Education 50:1, pages 27-44.
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Michael Crossley. (2014) Global league tables, big data and the international transfer of educational research modalities. Comparative Education 50:1, pages 15-26.
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Damien Page. (2013) The abolition of the General Teaching Council for England and the future of teacher discipline. Journal of Education Policy 28:2, pages 231-246.
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Morwenna Griffiths. (2012) Why joy in education is an issue for socially just policies. Journal of Education Policy 27:5, pages 655-670.
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Erik Straume Bussesund, Bård Ketil Engen & Oliver McGarr. Digital compliance or professional competence? Representations of teachers and digital futures in the Norwegian Qualification Framework. Learning, Media and Technology 0:0, pages 1-14.
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Lam Man-Ho Adrian. (2023) Navigating the policy borrowing process of general education among the eight publicly funded universities in Hong Kong. International Journal of Chinese Education 12:1, pages 2212585X2311559.
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Tae-Hee Choi. (2022) Path-dependency and path-shaping in translation of borrowed policy: outsourcing of teaching in public schools in Hong Kong and South Korea. International Journal of Comparative Education and Development 24:3/4, pages 144-159.
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Sabiha Nuzhat. (2020) Globalization of Education in UAE: The Local Legislative Education Policies for International Branch Campuses and Its Tensions Given the Political, Religious, and Cultural Differences. Journal of Education 201:3, pages 236-247.
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Alice Bradbury. (2018) The impact of the Phonics Screening Check on grouping by ability: A ‘necessary evil’ amid the policy storm. British Educational Research Journal 44:4, pages 539-556.
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