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Jill Blackmore, Linda Hobbs & Julie Rowlands. (2024) Aspiring teachers, financial incentives, and principals’ recruitment practices in hard-to-staff schools. Journal of Education Policy 39:2, pages 233-252.
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Xuenan Zhao, Steven Roberts & Stephanie Wescott. (2024) Institutional responses to sexual harassment and misogyny towards women teachers from boys in Australian schools in the post-#metoo era. Journal of Educational Administration and History 0:0, pages 1-18.
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Luci Pangrazio, Neil Selwyn & Bronwyn Cumbo. (2023) Tracking technology: exploring student experiences of school datafication. Cambridge Journal of Education 53:6, pages 847-862.
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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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Christopher P. Brown, Da Hei Ku, Kate Puckett & David P. Barry. (2023) Preservice teachers’ struggles in finding culturally sustaining spaces in standardized teaching contexts. Journal of Early Childhood Teacher Education 44:3, pages 463-483.
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Brian Fleming & Judith Harford. (2023) The DEIS programme as a policy aimed at combating educational disadvantage: fit for purpose?. Irish Educational Studies 42:3, pages 381-399.
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Jessica Holloway, Steven Lewis & Sarah Langman. (2023) Technical agonism: embracing democratic dissensus in the datafication of education. Learning, Media and Technology 48:2, pages 253-265.
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Silje Kristin Gloppen & Judit Novak. (2023) Making teachers by policy? The case of teacher evaluation in Norwegian education. Scandinavian Journal of Educational Research 0:0, pages 1-18.
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Luci Pangrazio, Neil Selwyn & Bronwyn Cumbo. (2023) A patchwork of platforms: mapping data infrastructures in schools. Learning, Media and Technology 48:1, pages 65-80.
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Rafaan Daliri-Ngametua, Ian Hardy & Sue Creagh. (2022) Data, performativity and the erosion of trust in teachers. Cambridge Journal of Education 52:3, pages 391-407.
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Jennifer Charteris. (2022) Post-panoptic accountability: making data visible through ‘data walls’ for schooling improvement. British Journal of Sociology of Education 43:3, pages 333-348.
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Jun Yu & Nick Couldry. (2022) Education as a domain of natural data extraction: analysing corporate discourse about educational tracking. Information, Communication & Society 25:1, pages 127-144.
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Samuel Holdstock. (2021) The Dialogic Possibilities for Interactive Fiction in the Secondary Academy English Classroom. Changing English 28:4, pages 395-410.
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Christopher P. Brown, Kate Puckett, David P. Barry & Da Hei Ku. (2021) The Double-voiced Nature of Becoming a Teacher in the Era of Neoliberal Teaching and Teacher Education. Action in Teacher Education 43:4, pages 447-463.
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Jessica Holloway. (2021) Teachers and teaching: (re)thinking professionalism, subjectivity and critical inquiry. Critical Studies in Education 62:4, pages 411-421.
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Urszula Plust, David Murphy & Stephen Joseph. (2021) A systematic review and metasynthesis of qualitative research into teachers’ authenticity. Cambridge Journal of Education 51:3, pages 301-325.
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Martin Mills, Nicole Mockler, Meghan Stacey & Becky Taylor. (2021) ‘The village and the world’: research with, for and by teachers in an age of data. Teaching Education 32:1, pages 1-6.
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Natalie Browes & Hülya K Altinyelken. (2021) The instrumentation of test-based accountability in the autonomous dutch system. Journal of Education Policy 36:1, pages 107-128.
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Magnus Frostenson & Hans Englund. (2020) Teachers, performative techniques and professional values: how performativity becomes humanistic through interplay mechanisms. Cambridge Journal of Education 50:6, pages 695-710.
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Steven Lewis, Glenn C. Savage & Jessica Holloway. (2020) Standards without standardisation? Assembling standards-based reforms in Australian and US schooling. Journal of Education Policy 35:6, pages 737-764.
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Michaela J. Harrison, C. Davies, H. Bell, C. Goodley, S. Fox & B. Downing. (2020) (Un)teaching the ‘datafied student subject’: perspectives from an education-based masters in an English university. Teaching in Higher Education 25:4, pages 401-417.
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Steven Lewis. (2020) ‘Becoming European’? Respatialising the European Schools System through PISA for Schools. International Studies in Sociology of Education 29:1-2, pages 85-106.
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Alice Bradbury. (2019) Taking the ‘early yearsy’ route: resistance and professionalism in the enactment of assessment policy in early childhood in England. Education 3-13 47:7, pages 819-830.
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Keita Takayama & Bob Lingard. (2019) Datafication of schooling in Japan: an epistemic critique through the ‘problem of Japanese education’. Journal of Education Policy 34:4, pages 449-469.
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Jessica Holloway. (2019) Teacher evaluation as an onto-epistemic framework. British Journal of Sociology of Education 40:2, pages 174-189.
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Articles from other publishers (38)
Moira Hulme, Abigail Comber, Eli Jones, Julian Grant & John Baumber. (2024) Reclaiming accountability through collaborative curriculum enquiry: New directions in teacher evaluation. The Curriculum Journal.
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Marijn Martens, Ralf De Wolf & Lieven De Marez. (2023) Datafication and algorithmization of education: How do parents and students evaluate the appropriateness of learning analytics?. Education and Information Technologies 29:7, pages 8151-8177.
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Anji Buckner-Capone & Brent Duckor. (2024) School Climate Assessment and Continuous Improvement: What superintendent Beliefs Tell Us About Accountability Policy. Journal of School Leadership.
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Nur Afiffah Ragilia, Muh Nur Rochim Maksum & Triono Ali Mustofa. 2024. Proceedings of the International Conference on Islamic and Muhammadiyah Studies (ICIMS 2023). Proceedings of the International Conference on Islamic and Muhammadiyah Studies (ICIMS 2023)
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Simona Bernotaite & Eli Ottesen. (2023) Entanglement of support and governance in digital curriculum instruments: The case of educational reform in Norway. European Educational Research Journal.
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Silje Kristin Gloppen. (2023) Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints. Educational Assessment, Evaluation and Accountability 35:3, pages 387-417.
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Pádraig Hogan. (2023) The inherent fruits of educational endeavour. Policy Futures in Education 21:3, pages 257-272.
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Frédéric Saussez. (2022) Science et autorité dans le champ de la recherche en éducation au temps de l’Evidence-Based Practice and Policy. Éducation et didactique:16-2, pages 165-182.
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Jessica Holloway & Steven Lewis. (2022) Governing teachers through datafication: Physical–virtual hybridity and language interoperability in teacher accountability. Big Data & Society 9:2, pages 205395172211375.
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Janine Aldous Arantes. (2021) The ‘Postdigital Teacher Identities’ Praxis: a Discussion Paper. Postdigital Science and Education 4:2, pages 447-466.
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Debbie Sonu. (2022) Possibilities for using visual drawing with student-teachers: Linking childhood memories to future teaching selves. Teaching and Teacher Education 110, pages 103599.
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Ulrike Krein & Mandy Schiefner-Rohs. (2021) Data in Schools: (Changing) Practices and Blind Spots at a Glance. Frontiers in Education 6.
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Pádraig Hogan. (2021) The Recurring Conquest of Hearts and Minds: Reflections on Totalitarian Currents in Education. Historia scholastica 7:1, pages 251-268.
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Cathy Burnett, Guy Merchant & Ian Guest. (2021) What matters to teachers about literacy teaching: Exploring teachers’ everyday/everynight worlds through creative data visualisation. Teaching and Teacher Education 107, pages 103480.
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Sun Young Lee. (2021) Showing professionalism: edTPA, technology-mediated observation, and visual politics in teacher education. Teaching and Teacher Education 99, pages 103234.
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Cathy Burnett, Guy Merchant & Ian Guest. (2020) Destabilising data: The use of creative data visualisation to generate professional dialogue. British Educational Research Journal 47:1, pages 105-127.
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Наталія Грицак. (2021) PROFESSIONAL IMAGE OF A FUTURE TEACHER OF FOREIGN LITERATURE: FROM LEARNING TO PRACTICE. Educological discourse 35:4, pages 84-102.
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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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Gang Zhu, Guoxing Xu, Yujuan Li & Boyin Chen. (2020) Typology of OECD’s Global Educational Governance and Its Policy Effect. Comparative Education Review 64:3, pages 525-542.
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