Citations (22)
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Read on this site (7)
Carmel Conn & Susan Davis. (2024) Policy implications of collective agency for inclusion: evidence from the Welsh context. Journal of Education Policy 39:1, pages 127-148.
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Emmajane Milton, Alexandra Morgan, Andrew James Davies, Mark Connolly, Damian Donnelly & Iwan Ellis. (2023) Framing headship: a demand-side analysis of how the headteacher role is articulated in job descriptions. International Journal of Leadership in Education 26:2, pages 339-358.
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Anne West. (2023) School Choice (And Diversity) in the UK since 1944: Continuity, Change, Divergence and School Selectivity. Journal of School Choice 17:1, pages 15-34.
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Sally Power & Chris Taylor. (2021) School exclusions in Wales: policy discourse and policy enactment. Emotional and Behavioural Difficulties 26:1, pages 19-30.
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John Furlong, Jeremy Griffiths, Cecilia Hannigan-Davies, Alma Harris & Michelle Jones. (2021) The reform of initial teacher education in Wales: from vision to reality. Oxford Review of Education 47:1, pages 61-78.
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Sioned Pearce, Sally Power & Chris Taylor. (2018) Private tutoring in Wales: patterns of private investment and public provision. Research Papers in Education 33:1, pages 113-126.
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Carmel Conn, David Vittle Thomas, Cathryn Knight, Charlotte Greenway & Lisa Formby. Learner experiences of low attainment groups in the context of a rights approach to education. Pedagogy, Culture & Society 0:0, pages 1-17.
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Articles from other publishers (15)
Gareth Evans. (2023) Scratching beneath the surface: Using policy archaeology to better understand education reform in Wales. Management in Education, pages 089202062311606.
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Gareth Evans. (2021) Back to the future? Reflections on three phases of education policy reform in Wales and their implications for teachers. Journal of Educational Change 23:3, pages 371-396.
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Cathryn Knight & Tom Crick. (2021) Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis. ECNU Review of Education 5:2, pages 258-283.
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Anne West. (2021)
Education and ignorance in the
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80 years after Beveridge: The role of government and equality of opportunity
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Sally Power & Chris Taylor. (2020) Développer un écosystème de preuves dans un petit pays : leçons galloises. Revue internationale d'éducation de Sèvres:85, pages 135-142.
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Rhys Jones & Elin Royles. (2020) Reclaiming authenticity: The spaces and scales of national sincerity. Environment and Planning C: Politics and Space 38:6, pages 1091-1107.
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Rhys Jones & Elin Royles. (2020) The state, civil society and the shadow state: Analysing three vectors of relationality. Geoforum 114, pages 40-48.
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Elizabeth Titley, Andrew James Davies & Stephen Atherton. (2020) ‘Nid yw wedi’i fwriadu i gael ei asesu yn y ffordd rydyn ni’n asesu’: Ailfeddwl am asesu ar gyfer cymhwyster yng nghyddestun gweithredu’r Cwricwlwm i Gymru. The Curriculum Journal 31:2.
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Sally Power, Chris Taylor & Nigel Newton. (2020) ‘Dyfodol llwyddiannus’ i bawb yng Nghymru? Yr heriau wrth ddiwygio cwricwla i ymdrin ag anghydraddoldeb addysgol. The Curriculum Journal 31:2.
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Sally Power, Nigel Newton & Chris Taylor. (2020) ‘Successful futures’ for all in Wales? The challenges of curriculum reform for addressing educational inequalities. The Curriculum Journal 31:2, pages 317-333.
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Elizabeth Titley, Andrew James Davies & Stephen Atherton. (2020) ‘[It] isn’t designed to be assessed how we assess’: rethinking assessment for qualification in the context of the implementation of the Curriculum for Wales. The Curriculum Journal 31:2, pages 303-316.
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Leighton Andrews. 2020. Leading and Transforming Education Systems. Leading and Transforming Education Systems
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Michael Donnelly & Ceryn Evans. (2018) A ‘home-international’ comparative analysis of widening participation in UK higher education. Higher Education 77:1, pages 97-114.
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Mark Connolly, Emmajane Milton, Andrew James Davies & Rhian Barrance. (2018) Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales. British Educational Research Journal 44:4, pages 608-625.
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Françoise Granoulhac. (2018) Making schools work for the economy : education discourse and policies from David Cameron to Theresa May. Observatoire de la société britannique:21, pages 235-253.
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