Citations (63)
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Read on this site (31)
Ian Hardy. (2023) Schools, data and teachers’ learning: insights of an experienced educator. Professional Development in Education 0:0, pages 1-14.
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Rafaan Daliri-Ngametua, Stephanie Wescott & Amanda McKay. (2023) On the uses and use of NAPLAN: the hidden effects of test-based data-centric accountabilities. Journal of Education Policy 0:0, pages 1-18.
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Jennifer Gore, Bernadette Rickards & Leanne Fray. (2023) From performative to professional accountability: re-imagining ‘the field of judgment’ through teacher professional development. Journal of Education Policy 38:3, pages 452-473.
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Ian Hardy & Stuart Woodcock. (2022) ‘Problematising’ policy in practice: principals’ perceptions of inclusion in an era of test-based accountability. Pedagogy, Culture & Society 30:4, pages 415-434.
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Rafaan Daliri-Ngametua, Ian Hardy & Sue Creagh. (2022) Data, performativity and the erosion of trust in teachers. Cambridge Journal of Education 52:3, pages 391-407.
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Neil Selwyn, Luci Pangrazio & Bronwyn Cumbo. (2022) KNOWING THE (DATAFIED) STUDENT: THE PRODUCTION OF THE STUDENT SUBJECT THROUGH SCHOOL DATA. British Journal of Educational Studies 70:3, pages 345-361.
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Rose Veitch. (2022) Reading the Word Instead of the World: GCSE English Re-sits and the Divorce of Literacies from Their Lifeworld Use. Changing English 29:2, pages 124-140.
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Sharon Gewirtz, Meg Maguire, Eszter Neumann & Emma Towers. (2021) What’s wrong with ‘deliverology’? Performance measurement, accountability and quality improvement in English secondary education. Journal of Education Policy 36:4, pages 504-529.
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Susannah Ruth Stevens, Alan Ovens, Jeremy William Hapeta & Kirsten Petrie. (2021) Tracking Physical Literacy in Aotearoa New Zealand: concerns of narrowed curriculum and colonisation. Curriculum Studies in Health and Physical Education 12:2, pages 123-139.
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Lenore Adie, Bruce Addison & Bob Lingard. (2021) Assessment and learning: an in-depth analysis of change in one school’s assessment culture. Oxford Review of Education 47:3, pages 404-422.
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Jack Leonard. (2020) Programmatic Effects of the Massachusetts Performance Assessment for Leaders. Leadership and Policy in Schools 19:3, pages 407-430.
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Csilla Weninger. (2020) Investigating ideology through framing: a critical discourse analysis of a critical literacy lesson. Classroom Discourse 11:2, pages 107-128.
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Ian Hardy. (2019) Governing teachers’ work and learning through data: Australian insights. Cambridge Journal of Education 49:4, pages 501-517.
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Fiona Longmuir. (2019) Resistant leadership: countering dominant paradigms in school improvement. Journal of Educational Administration and History 51:3, pages 256-272.
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Nerida Spina. (2019) ‘Once upon a time’: examining ability grouping and differentiation practices in cultures of evidence-based decision-making. Cambridge Journal of Education 49:3, pages 329-348.
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Babak Dadvand & Hernán Cuervo. (2019) Pedagogies of performative care and school belonging: lessons from an Australian school. British Journal of Sociology of Education 40:3, pages 378-392.
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Amanda McKay. (2019) The ‘punk rock principal’: a metaphor for rethinking educational leadership. Journal of Educational Administration and History 51:2, pages 117-132.
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Steven Lewis & Jessica Holloway. (2019) Datafying the teaching ‘profession’: remaking the professional teacher in the image of data. Cambridge Journal of Education 49:1, pages 35-51.
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Yiasemina Karagiorgi & Alexandra Petridou. (2019) National literacy assessment: the identification of students ‘at risk’ in Cyprus. Research Papers in Education 34:1, pages 1-13.
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Greg Thompson, Lenore Adie & Val Klenowski. (2018) Validity and participation: implications for school comparison of Australia’s National Assessment Program. Journal of Education Policy 33:6, pages 759-777.
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Margaret Terry Orr & Liz Hollingworth. (2018) How performance assessment for leaders (PAL) influences preparation program quality and effectiveness. School Leadership & Management 38:5, pages 496-517.
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Eve Mayes & Angelique Howell. (2018) The (hidden) injuries of NAPLAN: two standardised test events and the making of ‘at risk’ student subjects. International Journal of Inclusive Education 22:10, pages 1108-1123.
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Ian Hardy & Steven Lewis. (2018) Visibility, invisibility, and visualisation: the danger of school performance data. Pedagogy, Culture & Society 26:2, pages 233-248.
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Ian Hardy. (2018) Governing teacher learning: understanding teachers’ compliance with and critique of standardization. Journal of Education Policy 33:1, pages 1-22.
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Meghan Stacey. (2017) The teacher ‘problem’: an analysis of the NSW education policy Great Teaching, Inspired Learning. Discourse: Studies in the Cultural Politics of Education 38:5, pages 782-793.
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Ian Hardy & Steven Lewis. (2017) The ‘doublethink’ of data: educational performativity and the field of schooling practices. British Journal of Sociology of Education 38:5, pages 671-685.
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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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Steven Lewis & Ian Hardy. (2017) Tracking the Topological: The Effects of Standardised Data Upon Teachers’ Practice. British Journal of Educational Studies 65:2, pages 219-238.
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Yuval Dvir & Miri Yemini. (2017) Mobility as a continuum: European commission mobility policies for schools and higher education. Journal of Education Policy 32:2, pages 198-210.
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Brad Gobby. (2016) Obliged to calculate: My School, markets, and equipping parents for calculativeness. Journal of Education Policy 31:4, pages 421-431.
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Ben Williamson. (2016) Digital education governance: data visualization, predictive analytics, and ‘real-time’ policy instruments. Journal of Education Policy 31:2, pages 123-141.
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Articles from other publishers (32)
Sally A. Larsen. (2024) Are Australian students' academic skills declining? Interrogating 25 years of national and international standardised assessment data. Australian Journal of Social Issues.
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David Rosenlund. (2023) The nature of historical knowledge in large-scale assessments – a study of the relationship between item formats and offerings of epistemic cognition in the Swedish national test in history. Frontiers in Education 8.
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Seyum Getenet & Hailu Getnet. (2023) Investigating the use of the National Assessment Program – Literacy and Numeracy (NAPLAN) test results. Studies in Educational Evaluation 78, pages 101277.
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Ian Hardy. (2022) Affective learning for effective learning? Data, numbers and teachers’ learning. Teaching and Teacher Education 116, pages 103754.
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Naomi Barnes. (2021) The social life of literacy education: how the 2018 #phonicsdebate is reshaping the field. The Australian Educational Researcher 49:2, pages 243-260.
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Barbara Comber. (2021) Signing up to be tested: The costs of participation in high stakes literacy standardised assessments. Linguistics and Education 64, pages 100869.
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Kh. Atikur Rahman, Prodhan Mahbub Ibna Seraj, Md. Kamrul Hasan, Ehsan Namaziandost & Shouket Ahmad Tilwani. (2021) Washback of assessment on English teaching-learning practice at secondary schools. Language Testing in Asia 11:1.
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Kim BeasyLaura Ripoll Gonzalez. (2021) Exploring Changes in Perceptions and Practices of Sustainability in ESD Communities in Australia during the COVID-19 Pandemic. Journal of Education for Sustainable Development 15:1, pages 5-24.
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D Hadianto, V S Damaianti, Y Mulyati & A Sastromiharjo. (2021) Does reading comprehension competence determine level of solving mathematical word problems competence?. Journal of Physics: Conference Series 1806:1, pages 012049.
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Joanne Ailwood & Margot Ford. 2021. Reimagining the Academy. Reimagining the Academy
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Mary Ryan & Georgina Barton. (2019) Literacy teachers as reflexive agents? Enablers and constraints. The Australian Educational Researcher 47:2, pages 219-238.
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Ian Hardy, Kirsten Petrie, Anita Norlund, Ingrid Henning Loeb & Kiprono Langat. 2020. Pedagogy, Education, and Praxis in Critical Times. Pedagogy, Education, and Praxis in Critical Times
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Pauline Roberts, Lennie Barblett & Ken Robinson. (2019) Early years teachers’ perspectives on the effects of NAPLAN on stakeholder wellbeing and the impact on early years pedagogy and curriculum. Australasian Journal of Early Childhood 44:3, pages 309-320.
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Edwin Creely. (2019) ‘Poetry is dying’: Creating a (re)new(ed) pedagogical vision for teaching poetry. The Australian Journal of Language and Literacy 42:2, pages 116-127.
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Susy Macqueen, Ute Knoch, Gillian Wigglesworth, Rachel Nordlinger, Ruth Singer, Tim McNamara & Rhianna Brickle. (2018) The impact of national standardized literacy and numeracy testing on children and teaching staff in remote Australian Indigenous communities. Language Testing 36:2, pages 265-287.
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Peter McIlveen & Harsha N. Perera. 2019. International Handbook of Career Guidance. International Handbook of Career Guidance
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S. L. Rogers, L. Barblett & K. Robinson. (2018) Parent and teacher perceptions of NAPLAN in a sample of Independent schools in Western Australia. The Australian Educational Researcher 45:4, pages 493-513.
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Jennifer Nicholls & Marcia Thorne. (2018) Queensland Teachers’ Relationship With the Sustainability Cross-Curriculum Priority. Australian Journal of Environmental Education 33:3, pages 189-200.
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Ian Hardy & Barbara Garrick. 2017. Practice Theory Perspectives on Pedagogy and Education. Practice Theory Perspectives on Pedagogy and Education
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Ian Hardy. (2015) Legitimating and contesting the commodification of schooling: the case of teachers’ learning in Queensland. British Educational Research Journal 42:3, pages 524-542.
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Ben Williamson. (2015) Digital methodologies of education governance: Pearson plc and the remediation of methods. European Educational Research Journal 15:1, pages 34-53.
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