Citations (51)
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Nuo Xu. (2024) Missed opportunities and implementational spaces for developing critical consciousness: Three case studies in secondary Mandarin Chinese dual language bilingual education. Bilingual Research Journal 47:2, pages 166-185.
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Craig Skerritt. (2023) A sinister side of student voice: surveillance, suspicion, and stigma. Journal of Education Policy 38:6, pages 926-943.
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Som Nath Ghimire & Karna Rana. (2023) CCTV in Schools: An Examination of Perceived Value of Surveillance. Journal of Education for Students Placed at Risk (JESPAR) 28:4, pages 351-379.
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Stephen Corbett & Karen Johnston. (2023) Neo-androgynous management: managing the English further education in an era of neoliberalism?. Journal of Education and Work 36:5, pages 329-344.
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Craig Skerritt. (2023) School autonomy and the surveillance of teachers. International Journal of Leadership in Education 26:4, pages 553-580.
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Craig Skerritt, Joe O’Hara & Martin Brown. (2023) Researching how student voice plays out in relation to classroom practice in Irish post-primary schools: a heuristic device. Irish Educational Studies 42:3, pages 297-314.
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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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Karen Johnston, Stephen Corbett, Adele Bezuidenhout, Dion van Zyl & Susana Pasamar. (2023) Gender differences in work-life conflict during Covid? A research agenda for work-life conflict post-pandemic. Research in Post-Compulsory Education 28:2, pages 207-225.
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Martin Matthews. (2022) Creativity in the lives of English teachers: voices through found poetry. English in Education 56:4, pages 357-371.
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Ilana Finefter-Rosenbluh. (2022) Between student voice-based assessment and teacher-student relationships: teachers’ responses to ‘techniques of power’ in schools. British Journal of Sociology of Education 43:6, pages 842-859.
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Jennifer Charteris. (2022) Post-panoptic accountability: making data visible through ‘data walls’ for schooling improvement. British Journal of Sociology of Education 43:3, pages 333-348.
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Kathryn Spicksley. (2022) Early career primary teachers’ discursive negotiations of academisation. British Journal of Sociology of Education 43:2, pages 216-236.
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Aly Colman. (2022) SCHOOL LEADERSHIP, INSPECTION AND VISIBILITY: PANOPTICISM AND POST-PANOPTICISM IN AN ENGLISH COASTAL AREA OF DEPRIVATION. British Journal of Educational Studies 70:1, pages 3-19.
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Arita Holmberg. (2021) Swedish teachers’ views of security in schools: narratives disconnected from the national security discourse. Critical Studies on Security 9:3, pages 226-240.
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Kevin Proudfoot. (2021) Panopticism, teacher surveillance and the ‘unseen’. British Journal of Sociology of Education 42:5-6, pages 812-827.
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Paul McMillan & Mike Jess. (2021) Embracing complex adaptive practice: the potential of lesson study. Professional Development in Education 47:2-3, pages 273-288.
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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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Jude Brady & Elaine Wilson. (2021) Teacher wellbeing in England: teacher responses to school-level initiatives. Cambridge Journal of Education 51:1, pages 45-63.
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John Benedicto Krejsler. (2021) The ‘grand simulation’ and dreams of success by assessment: Baudrillardian reflections on (trans-)national school policy. Journal of Education Policy 36:1, pages 24-43.
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Izhak Berkovich & Pascale Benoliel. (2021) Framing the role of the school leader in OECD documents: A critical analysis. Globalisation, Societies and Education 19:1, pages 41-54.
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Ilana Finefter-Rosenbluh. (2020) ‘Try walking in my shoes’: teachers’ interpretation of student perception surveys and the role of self-efficacy beliefs, perspective taking and inclusivity in teacher evaluation. Cambridge Journal of Education 50:6, pages 747-769.
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Sietske Waslander, Edith H. Hooge, Henno C. Theisens & Cissy J. Pater. (2020) Steering in complex education systems. Why similar aims can have dramatically different results.. Journal of Education Policy 35:2, pages 168-187.
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Craig Skerritt. (2019) Irish migrant teachers’ experiences and perceptions of autonomy and accountability in the English education system. Research Papers in Education 34:5, pages 569-596.
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Hans Englund, Magnus Frostenson & Kristina S. Beime. (2019) Performative Technology Intensity and Teacher Subjectivities. Scandinavian Journal of Educational Research 63:5, pages 725-743.
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Christina Donovan. (2019) Distrust by design? Conceptualising the role of trust and distrust in the development of Further Education policy and practice in England. Research in Post-Compulsory Education 24:2-3, pages 185-207.
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Damien Page. (2018) Conspicuous practice: self-surveillance and commodification in English education. International Studies in Sociology of Education 27:4, pages 375-390.
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Jane Perryman, Meg Maguire, Annette Braun & Stephen Ball. (2018) Surveillance, Governmentality and moving the goalposts: The influence of Ofsted on the work
of schools in a post-panoptic era. British Journal of Educational Studies 66:2, pages 145-163.
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Sam Holdstock. Creative writing and autoethnography: a layered approach to exploring positionality. Pedagogy, Culture & Society 0:0, pages 1-16.
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Xuan Meng, Andrew Horrell & Paul McMillan. ‘Health first, safety first’: an analysis of the legal system and professional ethics for curriculum enactment in China. Sport, Education and Society 0:0, pages 1-15.
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Articles from other publishers (22)
Sarah K. Stice & Mark D. McCarthy. (2024) Fiction-writing and wonder: documenting a collaborative, creative writing process. Qualitative Research Journal.
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Christina Donovan & Hannes Hautz. (2024) Thresholds for dis/trust: exploring the impact of standards-based reforms on the process of being and becoming a VET teacher in England and Austria. Education + Training.
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Murat TAŞDAN. (2023) Sosyal Kredi Sisteminin Eğitim ve Okul Yönetimine YansımalarıReflections of the Social Credit System on Education and School Management. Sakarya Üniversitesi Eğitim Fakültesi Dergisi 23:2, pages 166-176.
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Noa Harduf & Izhak Berkovich. (2023) Qualitative Study of Kindergarten Teacher–Superintendent Interactions: Symbolic Interaction Analysis. International Journal of Early Childhood.
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G. S. Prakasha, Rituparna Chakraborty, S. Thirumalesha, C. S. Gururaja, T. Yolila Sangtam, Keneivi-u Rhatsu & Grace Maria Jochan. (2023) EXPECTATIONS OF UNIVERSITY LECTURERS AND STUDENTS ON SMART LEARNING ENVIRONMENTS. Problems of Education in the 21st Century 81:4, pages 501-516.
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Michael Adorjan & Rosemary Ricciardelli. (2023) Educators and synoptic prudentialism: Educator reflections on educator training, student surveillance and using technology for student outreach. Canadian Review of Sociology/Revue canadienne de sociologie 60:3, pages 367-384.
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Richard Stronach. (2023) How Does Learning Happen? Ontario’s Pedagogy of Oppression?: A Critical Discourse Analysis of Ontario’s Early Years Pedagogical Framework. Journal of Childhood Studies, pages 32-50.
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Mark D. McCarthy & Sarah K. Stice. (2022) Speculative Futures and “Found” Artifacts: Using Fiction for Defamiliarization and Analysis. Cultural Studies ↔ Critical Methodologies 23:3, pages 246-261.
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Claire Goodley & Jane Perryman. (2022) Beyond the ‘terrors of performativity’: dichotomies, identities and escaping the panopticon. London Review of Education 20:1.
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Diego Luna, José Antonio Pineda-Alfonso, Francisco F. García-Pérez & Conceição Leal da Costa. (2022) Teacher Training, Research and Professional Development in a Neoliberal School: A Transformative Experience in Social Sciences. Social Sciences 11:8, pages 349.
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Damien Page & Kay Sidebottom. (2022) The sensorium and fleshy schools. British Educational Research Journal 48:4, pages 771-784.
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MARÍA LÓPEZ MARÍ, Melanie Sánchez Cruz & José Peirats Chacón. (2021) Los recursos educativos digitales en la atención a la diversidad en Educación Infantil. Innoeduca. International Journal of Technology and Educational Innovation 7:2, pages 99-109.
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Ilana Finefter-Rosenbluh, Tracii Ryan & Melissa Barnes. (2021) The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching. Teaching and Teacher Education 106, pages 103436.
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Belinda Louie, Elin A. Björling & Annie Camey Kuo. (2021) The Desire for Social Robots to Support English Language Learners: Exploring Robot Perceptions of Teachers, Parents, and Students. Frontiers in Education 6.
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Ian Cushing. (2020) Language, discipline and ‘teaching like a champion’. British Educational Research Journal 47:1, pages 23-41.
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Shana Sanam Khan. (2019) Standardized Entrance/Aptitude Testing in the Era of Foucault’s Panopticon: The Bilingual Student and the Minority Student. Education and Urban Society 52:6, pages 847-871.
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Amit Avigur-Eshel & Izhak Berkovich. (2019) Introducing managerialism into national educational contexts through pseudo-conflict: A discursive institutionalist analysis. International Journal of Educational Development 68, pages 1-8.
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Hans Englund & Jonas Gerdin. (2019) Performative technologies and teacher subjectivities: A conceptual framework. British Educational Research Journal 45:3, pages 502-517.
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Craig Skerritt. (2018) Discourse and teacher identity in business-like education. Policy Futures in Education 17:2, pages 153-171.
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Andrew Skourdoumbis. (2018) Theorising teacher performance dispositions in an age of audit. British Educational Research Journal 45:1, pages 5-20.
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Mary Isobelle Mullaney. (2019) Valuing Teachers in the Irish Context: Lessons from London. International Journal of Information and Education Technology 9:10, pages 689-698.
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Lenore Ellen Adie, Jill Willis & Fabienne Michelle Van der Kleij. (2018) Diverse perspectives on student agency in classroom assessment. The Australian Educational Researcher 45:1, pages 1-12.
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