Citations (37)
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Lucy Bailey, Susan Ledger, Michael Thier & Christine M.T. Pitts. (2023) Global competence in PISA 2018: deconstruction of the measure. Globalisation, Societies and Education 21:3, pages 367-376.
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Pierre Clément. (2021) The introduction of competence-based education into the compulsory school curriculum in France (2002–2017): hybridity and polysemy as conditions for change. Comparative Education 57:1, pages 35-50.
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Clara Morgan & Ali Ibrahim. (2020) Configuring the low performing user: PISA, TIMSS and the United Arab Emirates. Journal of Education Policy 35:6, pages 812-835.
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Camille Kandiko Howson & Marie Lall. (2020) Higher education reform in Myanmar: neoliberalism versus an inclusive developmental agenda. Globalisation, Societies and Education 18:2, pages 109-124.
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Marjaana Rautalin, Pertti Alasuutari & Eetu Vento. (2019) Globalisation of education policies: does PISA have an effect?. Journal of Education Policy 34:4, pages 500-522.
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Matti Lindberg & Heikki Silvennoinen. (2018) Assessing the basic skills of the highly educated in 21 OECD countries: an international benchmark study of graduates’ proficiency in literacy and numeracy using the PIAAC 2012 data. Comparative Education 54:3, pages 325-351.
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Clara Morgan. (2017) Constructing educational quality in the Arab region: a bottom-up critique of regional educational governance. Globalisation, Societies and Education 15:4, pages 499-517.
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Clara Morgan. (2016) Testing students under cognitive capitalism: knowledge production of twenty-first century skills. Journal of Education Policy 31:6, pages 805-818.
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David J. Nguyen. (2016) Whose knowledge counts in international student assessments: examining the AHELO epistemic community of economics experts. Tertiary Education and Management 22:2, pages 121-133.
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Riyad A. Shahjahan & Clara Morgan. (2016) Global competition, coloniality, and the geopolitics of knowledge in higher education. British Journal of Sociology of Education 37:1, pages 92-109.
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Riyad A. Shahjahan, Clara Morgan & David J. Nguyen. (2015) ‘Will I learn what I want to learn?’ Usable representations, ‘students’ and OECD assessment production. Discourse: Studies in the Cultural Politics of Education 36:5, pages 700-711.
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Paul Ashwin. (2015) Missionary zeal: some problems with the rhetoric, vision and approach of the AHELO project. European Journal of Higher Education 5:4, pages 437-444.
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Camilla Addey. Lost in translation: PISA experts, brokers, and marionettes. Journal of Education Policy 0:0, pages 1-20.
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