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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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Yariv Feniger, Jenna Goldshtein & Dana Vedder-Weiss. (2023) Professional learning communities under test-based accountability: evidence from an Israeli intervention programme. Journal of Education Policy 0:0, pages 1-20.
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Jessica Holloway & Maria Louise Larsen Hedegaard. (2023) Democracy and teachers: the im/possibilities for pluralisation in evidence-based practice. Journal of Education Policy 38:3, pages 432-451.
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John L. Lane. (2023) Teacher Evaluation Policy Enactment: Understanding the Relationship among Principal Characteristics, Teacher Perspectives, and Institutional Environments. Leadership and Policy in Schools 22:2, pages 509-526.
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Suzanne O’ Keeffe & Craig Skerritt. (2021) Exploring teacher identity using poststructural tools. International Journal of Research & Method in Education 44:2, pages 179-192.
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Anna Siippainen & Hannele Pitkänen. On the surface and below: a genealogical look at the waves of evaluation in early childhood education and care. Journal of Education Policy 0:0, pages 1-24.
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Tien-Hui Chiang, Lydia Osarfo Achaa & Stephen J Ball. (2024) Activating self-monitoring through the discourse of fear and hope: The subjectivation of enterprising teachers. International Journal of Educational Research 125, pages 102324.
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Marianne Fenech & Helen Watt. (2022) Quality early childhood education through self, workplace, or regulatory support: exploring the efficacy of professional registration for early childhood teachers in Australia. The Australian Educational Researcher 50:5, pages 1629-1661.
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Tien-Hui Chiang, Alison MacKenzie, Bilige Sude, Wenjing Zeng, Allen Thurston, Shuqiong Fu & Yiling Yao. (2023) Configuring governmentalized teachers through introspective panopticism from the Foucauldian perspective. International Journal of Educational Research 118, pages 102158.
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Marianne Fenech & Samantha King. (2020) Problematising early childhood teacher registration as a mechanism to improve quality early childhood education and care. Contemporary Issues in Early Childhood 23:1, pages 68-79.
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Sascha C. Mowrey. (2020) Triangulating Social Networks and Experiences of Early Childhood Educators in Emergent Professional Cultures. Early Childhood Education Journal 49:3, pages 527-537.
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Jessica HollowayJessica Holloway. 2021. Metrics, Standards and Alignment in Teacher Policy. Metrics, Standards and Alignment in Teacher Policy
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William C. Smith & Jessica Holloway. (2020) School testing culture and teacher satisfaction. Educational Assessment, Evaluation and Accountability 32:4, pages 461-479.
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