Citations (64)
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John Jerrim & Alex Jones. (2024) The strengths and limitations of using quantitative data to inform school inspections. School Effectiveness and School Improvement 35:2, pages 142-160.
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Bernardita Munoz-Chereau, Álvaro González & Coby V. Meyers. (2022) How are the ‘losers’ of the school accountability system constructed in Chile, the USA and England?. Compare: A Journal of Comparative and International Education 52:7, pages 1125-1144.
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Björk Ólafsdóttir, Jón Torfi Jónasson, Anna Kristin Sigurðardóttir & Thor Aspelund. (2022) The mechanisms by which external school evaluation in Iceland influences internal evaluation and school professionals’ practices. Nordic Journal of Studies in Educational Policy 8:3, pages 209-224.
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Judy Sayers, Jöran Petersson, Gosia Marschall & Paul Andrews. (2022) Teachers’ perspectives on homework: manifestations of culturally situated common sense. Educational Review 74:5, pages 905-926.
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Herbert Altrichter, Manuela Gamsjäger, Christine Plaimauer, Eva Prammer-Semmler, Regina Steiner, Julia Zuber & Lisa Handschuh. (2022) Making sense of evidence-based governance reforms: an exploratory analysis of teachers coping with the Austrian performance standard policy. Leadership and Policy in Schools 21:3, pages 501-521.
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Stephen C. Scholes. (2022) Precarious provision and mixed messages: religious education, school inspection, and the law in Scottish non-denominational secondary schools. British Journal of Religious Education 44:4, pages 512-527.
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Christina Segerholm, Joakim Lindgren & Judit Novak. (2022) Evidence-Based Governing? Educational Research in the Service of the Swedish Schools Inspectorate. Scandinavian Journal of Educational Research 66:4, pages 642-657.
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Christian Bokhove & Sam Sims. (2021) Demonstrating the potential of text mining for analyzing school inspection reports: a sentiment analysis of 17,000 Ofsted documents. International Journal of Research & Method in Education 44:4, pages 433-445.
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Carsten Quesel, Kirsten Schweinberger & Guido Möser. (2021) Responses to positive and negative feedback on organizational aspects of school quality: teachers’ and leaders’ views on a Swiss traffic light approach to school inspection. School Effectiveness and School Improvement 32:3, pages 345-362.
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Björn Högberg & Joakim Lindgren. (2021) Outcome-based accountability regimes in OECD countries: a global policy model?. Comparative Education 57:3, pages 301-321.
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Amy Quintelier, Sven De Maeyer & Jan Vanhoof. (2020) Determinants of teachers’ feedback acceptance during a school inspection visit. School Effectiveness and School Improvement 31:4, pages 529-547.
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Jeffrey Brooks Hall. (2018) The performative shift: middle leadership ‘in the line of fire’. Journal of Educational Administration and History 50:4, pages 364-378.
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Christina Segerholm & Agneta Hult. (2018) Learning from and Reacting to School Inspection – Two Swedish Case Narratives. Scandinavian Journal of Educational Research 62:1, pages 125-139.
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Yun You. (2017) Comparing school accountability in England and its East Asian sources of ‘borrowing’. Comparative Education 53:2, pages 224-244.
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Herbert Altrichter & Manuela Gamsjäger. (2017) A conceptual model for research in performance standard policies. Nordic Journal of Studies in Educational Policy 3:1, pages 6-20.
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Paul Andrews, Jöran Petersson, Judy Sayers & Eva Rosenqvist. English and Swedish year-one teachers’ number-related learning goals: the influence of intended and received curricula. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-31.
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Meng Tian. Embracing complexity: rethinking education inspection in England. Educational Review 0:0, pages 1-17.
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David Godfrey & Bernardita Munoz-Chereau. (2024) School improvement and peer learning partnerships: building organizational resilience in primary schools in England. Frontiers in Education 8.
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Sarah Gardezi, Gerry McNamara, Martin Brown & Joe O’Hara. (2023) School inspections: a rhetoric of quality or reality?. Frontiers in Education 8.
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