Citations (25)
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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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Gemma Moss. (2021) Literacies and social practice: sociological perspectives on reading research. Education 3-13 49:1, pages 41-51.
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Josephine Fleming, Robyn Gibson, Michael Anderson & Andrew J. Martin. (2020) Quality teaching frameworks and arts education: Seeking a compatible approach. Journal of Curriculum Studies 52:6, pages 840-856.
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Julie Bowe & Jennifer Gore. (2017) Reassembling teacher professional development: the case for Quality Teaching Rounds. Teachers and Teaching 23:3, pages 352-366.
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Bob Lingard & Amanda Keddie. (2013) Redistribution, recognition and representation: working against pedagogies of indifference. Pedagogy, Culture & Society 21:3, pages 427-447.
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Mitchell O’Toole. (2013) A Review of “The High Quality Teacher: What Is Teacher Quality and How Do We Measure It?”. The Journal of Educational Research 106:4, pages 332-333.
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Robyn Jorgensen (Zevenbergen)Peter Grootenboer, Richard Niesche & Stephen Lerman. (2010) Challenges for teacher education: the mismatch between beliefs and practice in remote Indigenous contexts. Asia-Pacific Journal of Teacher Education 38:2, pages 161-175.
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Allan Luke. (2010) Documenting Reproduction and Inequality: Revisiting Jean Anyon’s “Social Class and School Knowledge”. Curriculum Inquiry 40:1, pages 167-182.
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Kim Koh & Allan Luke. (2009) Authentic and conventional assessment in Singapore schools: an empirical study of teacher assignments and student work. Assessment in Education: Principles, Policy & Practice 16:3, pages 291-318.
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JamesG. Ladwig. (2009) Working backwards towards curriculum: on the curricular implications of Quality Teaching
. The Curriculum Journal 20:3, pages 271-286.
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Robert Hattam & Lew Zipin. (2009) Towards pedagogical justice. Discourse: Studies in the Cultural Politics of Education 30:3, pages 297-301.
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Articles from other publishers (14)
Scott Eacott. (2023) Schooling for equitable excellence: principles of systemic design. Journal of Educational Administration 61:3, pages 304-321.
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Jennifer Gore, Felicia Jaremus & Andrew Miller. (2021) Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage. The Australian Educational Researcher 49:4, pages 635-656.
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Jennifer Gore & Bernadette Rickards. (2020) Rejuvenating experienced teachers through Quality Teaching Rounds professional development. Journal of Educational Change 22:3, pages 335-354.
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Andrew Miller, Jennifer Gore, Claire Wallington, Jess Harris, Elena Prieto-Rodriguez & Max Smith. (2019) Improving student outcomes through professional development: Protocol for a cluster randomised controlled trial of Quality Teaching Rounds. International Journal of Educational Research 98, pages 146-158.
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Daniel Hickmott. (2017) Developing Teachers as Computational Participants. Developing Teachers as Computational Participants.
Denise E. De Souza. (2015) Critical Realism and Realist Review. American Journal of Evaluation 37:2, pages 216-237.
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Jennifer M. Gore. 2016. Teacher Education. Teacher Education
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Jennifer M. Gore & Julie M. Bowe. (2015) Interrupting attrition? Re-shaping the transition from preservice to inservice teaching through Quality Teaching Rounds. International Journal of Educational Research 73, pages 77-88.
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Annette Woods, Karen Dooley, Allan Luke & Beryl Exley. 2014. International Handbook of Educational Leadership and Social (In)Justice. International Handbook of Educational Leadership and Social (In)Justice
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Allan Luke. (2012) After the Testing: Talking and Reading and Writing the World. Journal of Adolescent & Adult Literacy 56:1, pages 8-13.
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Kim H. Koh, Charlene Tan & Pak Tee Ng. (2012) Creating thinking schools through authentic assessment: the case in Singapore. Educational Assessment, Evaluation and Accountability 24:2, pages 135-149.
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Allan Luke, Karen Dooley & Annette Woods. (2011) Comprehension and content: planning literacy in low socioeconomic and culturally diverse schools. The Australian Educational Researcher 38:2, pages 149-166.
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Martin Mills, Merrilyn Goos, Amanda Keddie, Eileen Honan, Donna Pendergast, Rob Gilbert, Kim Nichols, Peter Renshaw & Tony Wright. (2009) Productive pedagogies: A redefined methodology for analysing quality teacher practice. The Australian Educational Researcher 36:3, pages 67-87.
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