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Laura Scholes. (2024) Year 3 boys’ and girls’ enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities. International Journal of Inclusive Education 28:5, pages 509-524.
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Jennifer Gore, Bernadette Rickards & Leanne Fray. (2023) From performative to professional accountability: re-imagining ‘the field of judgment’ through teacher professional development. Journal of Education Policy 38:3, pages 452-473.
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Jessica Holloway & Maria Louise Larsen Hedegaard. (2023) Democracy and teachers: the im/possibilities for pluralisation in evidence-based practice. Journal of Education Policy 38:3, pages 432-451.
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Tiffani Apps, Karley Beckman & Sarah K. Howard. (2023) Valuable data? Using walkthrough methods to understand the impact of digital reading platforms in Australian primary schools. Learning, Media and Technology 48:2, pages 294-309.
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Min Lin & Weili Zhao. (2023) Untangling the making and governing of Hong Kong teachers through neoliberal, Confucian, and affective technologies: with and beyond Foucault. Asia-Pacific Journal of Teacher Education 51:2, pages 147-161.
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Amanda French, Louise Lambert, Minh Nguyễn Thị Hồng & Trần Thị Ngọc Yến. (2023) The role of policy reform in developing teacher educator professional competencies and identities in Vietnam: implications, tensions and possibilities. PRACTICE 0:0, pages 1-16.
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Kirsten Lambert & Christina Gray. (2022) Hyper-performativity and early career teachers: interrogating teacher subjectivities in neoliberal educational assemblages. Discourse: Studies in the Cultural Politics of Education 43:6, pages 929-943.
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Julie Alderton & Nick Pratt. (2022) Filling gaps: assessment software and the production of mathematics and its teaching and learning in primary schools. Critical Studies in Education 63:4, pages 501-515.
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Jamie Huff Sisson, Martha Lash, Anne-Marie Shin & Victoria Whitington. (2021) Co-constructed leadership in early childhood education. International Journal of Leadership in Education 0:0, pages 1-23.
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Articles from other publishers (5)
Jihyun Lee, Dennis Alonzo, Kim Beswick, Jan Michael Vincent Abril, Adrian W. Chew & Cherry Zin Oo. (2024) Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021. Educational Assessment, Evaluation and Accountability.
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Md. Maksud Ali. (2022) Datafication, Teachers' Dispositions and English Language Teaching in Bangladesh: A Bourdieuian Analysis. TESOL Quarterly 57:4, pages 1282-1308.
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Amanda Gutierrez, Kathy Mills, Laura Scholes, Luke Rowe & Elizabeth Pink. (2023) What do secondary teachers think about digital games for learning: Stupid fixation or the future of education?. Teaching and Teacher Education 133, pages 104278.
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Andreas Nordin. 2023. Non-affirmative Theory of Education and Bildung. Non-affirmative Theory of Education and Bildung
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Nils Kirsten. (2020) A systematic research review of teachers’ professional development as a policy instrument. Educational Research Review 31, pages 100366.
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