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Journal of Education Policy Volume 36, 2021 - Issue 4
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Research Article

What’s wrong with ‘deliverology’? Performance measurement, accountability and quality improvement in English secondary education

Sharon Gewirtza Centre for Public Policy Research, School of Education, Communication and Society, King’s College London, London, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-5530-1121View further author information
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Meg Maguirea Centre for Public Policy Research, School of Education, Communication and Society, King’s College London, London, UKORCID Iconhttps://orcid.org/0000-0002-6472-7685View further author information
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Eszter Neumannb Institute of Advanced Study, Central European University, Budapest, HungaryORCID Iconhttps://orcid.org/0000-0002-1915-4769View further author information
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Emma Towersa Centre for Public Policy Research, School of Education, Communication and Society, King’s College London, London, UKORCID Iconhttps://orcid.org/0000-0002-3468-0257View further author information
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Pages 504-529 | Received 19 Mar 2019, Accepted 12 Dec 2019, Published online: 27 Dec 2019

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Emma Simpson. (2024) Canary in the mine: what white working-class underachievement reveals about processes of marginalisation in English secondary education. International Studies in Sociology of Education 33:2, pages 246-265.
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Jodie Pennacchia. (2024) Exclusionary tactics in English secondary education: an analysis of fair access protocols. Journal of Education Policy 39:2, pages 321-342.
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Ruth Unsworth. (2024) A new mode of control: an actor–network theory account of effects of power and agency in establishing education policy. Journal of Educational Administration and History 56:1, pages 54-68.
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Marie-Pierre Moreau & Sarah A. Robert. (2023) Re/Definitions of teachers and teaching work in UK and US policy discourses under Covid-19 and their implications for social justice. International Studies in Sociology of Education 0:0, pages 1-23.
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Michalis Constantinides. (2023) Instructional reform and multiple institutional logics: insights from executive leadership in English Multi-Academy Trusts. Educational Review 75:2, pages 287-304.
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Kate Greer, Heather King & Melissa Glackin. (2023) The ‘web of conditions’ governing England’s climate change education policy landscape. Journal of Education Policy 38:1, pages 69-92.
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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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Francesca Mccarthy. (2022) Testing times? Exploring how pupils reacted to 2020 Covid-19 GCSE and A level exam cancellation. Teachers and Teaching 0:0, pages 1-14.
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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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Craig Skerritt. (2021) PRESSURE, BUREAUCRACY, ACCOUNTABILITY, AND ALL FOR SHOW: IRISH PERSPECTIVES ON LIFE INSIDE ENGLAND’S SCHOOLS. British Journal of Educational Studies 69:6, pages 693-713.
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Stephen Vainker. (2021) From employee voice to pupil voice: taking the ‘high road’ from the factory to the classroom. Journal of Educational Administration and History 53:1, pages 21-34.
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Sharon Gewirtz & Alan Cribb. (2020) What works? Academic integrity and the research-policy relationship. British Journal of Sociology of Education 41:6, pages 794-806.
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Abigail Parrish. Policy tug of war: EBacc, progress 8 and modern foreign languages in England. Journal of Education Policy 0:0, pages 1-18.
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Susan Larson Etscheidt, David Hernandez-Saca & Catherine Kramarczuk Voulgarides. (2023) Monitoring the Transition Requirements of the Individuals With Disabilities Education Act: A Critique and a Proposal to Expand the Performance Indicators. Journal of Disability Policy Studies, pages 104420732311774.
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Milos Jankovic. (2023) Neoliberalization elementary and high school education in Serbia from 2012 to 2022. Sociologija 65:3, pages 379-399.
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Romeo Victor Ionescu, Monica Laura Zlati, Valentin Marian Antohi, Nicoleta Cristache & Monica Raducan. (2022) Educational performance between the human resource's theoretical paradigm and the practical mentality. Analysis at the European level. Frontiers in Psychology 13.
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Sarah K. Howard, Teresa Swist, Dragan Gasevic, Kathryn Bartimote, Simon Knight, Kalervo Gulson, Tiffani Apps, Juliana Peloche, Nathanael Hutchinson & Neil Selwyn. (2022) Educational data journeys: Where are we going, what are we taking and making for AI?. Computers and Education: Artificial Intelligence 3, pages 100073.
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Marie-Pierre Moreau. 2021. Educational Research for Social Justice. Educational Research for Social Justice 189 203 .

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