Citations (93)
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Anwar Rumjaun, Shakeel Atchia & Michael J. Reiss. (2023) Policy responses to the decline in the number of students choosing biology beyond compulsory school level in Mauritius. Journal of Biological Education 57:5, pages 1129-1146.
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Rui da Silva & Theresa Adrião. (2023) To tweet, or not to tweet, that is the question: the Ayrton Senna Institute and education policy movement in Brazil. Globalisation, Societies and Education 0:0, pages 1-13.
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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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Maria Nicholas & Louise Paatsch. (2023) The shared reading of digital storybooks with young children: Parents’ perspectives. Research Papers in Education 0:0, pages 1-18.
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Ian Cantley. (2023) Replicable quantitative psychological and educational research: Possibility or pipe dream?. Educational Philosophy and Theory 55:1, pages 111-121.
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Natalie Lander, Steven Lewis, Darius Nahavandi, Kyler Amsbury & Lisa M. Barnett. (2022) Teacher perspectives of online continuing professional development in physical education. Sport, Education and Society 27:4, pages 434-448.
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Bernie Sullivan, Caitriona McDonagh, Cornelia Connolly, Máirín Glenn & Mary Roche. (2022) Exploring trans-generational and trans-institutional learning: educational action research possibilities in a virtual environment. Irish Educational Studies 0:0, pages 1-19.
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Sarah Winchell Lenhoff & Jeremy Singer. (2022) Promoting Ecological Approaches to Educational Issues: Evidence from a Partnership around Chronic Absenteeism in Detroit. Peabody Journal of Education 97:1, pages 87-97.
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Marcia McKenzie, Steven Lewis & Kalervo N. Gulson. (2021) Response: Matters of (im)mobility: beyond fast conceptual and methodological readings in policy sociology. Critical Studies in Education 62:3, pages 394-410.
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Mark Rickinson & Marcia McKenzie. (2021) The research-policy relationship in environmental and sustainability education. Environmental Education Research 27:4, pages 465-479.
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Oren Pizmony-Levy, Meredith McDermott & Thaddeus T. Copeland. (2021) Improving ESE policy through research-practice partnerships: Reflections and analysis from New York City. Environmental Education Research 27:4, pages 595-613.
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Mark Rickinson & Marcia McKenzie. (2021) Understanding the research-policy relationship in ESE: insights from the critical policy and evidence use literatures. Environmental Education Research 27:4, pages 480-497.
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Louise Shaxson & Annette Boaz. (2021) Understanding policymakers’ perspectives on evidence use as a mechanism for improving research-policy relationships. Environmental Education Research 27:4, pages 518-524.
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Steven Lewis. (2020) Providing a platform for ‘what works’: platform-based governance and the reshaping of teacher learning through the OECD’s PISA4U. Comparative Education 56:4, pages 484-502.
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Adam Cheeseman, Tarah Sharon Alexandra Wright, Jaylene Murray & Marcia McKenzie. (2019) Taking stock of sustainability in higher education: a review of the policy literature. Environmental Education Research 25:12, pages 1697-1712.
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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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Steven Lewis & Anna Hogan. (2019) Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions. Critical Studies in Education 60:1, pages 1-18.
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Linda Newman & Nicole Leggett. (2019) Practitioner research: with intent. European Early Childhood Education Research Journal 27:1, pages 120-137.
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Stephen Black & Barbara Bee. (2018) Adult literacy provision and social class: Australian contexts. Studies in the Education of Adults 50:1, pages 92-110.
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Jennifer Charteris & Jane Smith. (2017) Sacred and secret stories in professional knowledge landscapes: learner agency in teacher professional learning. Reflective Practice 18:5, pages 600-612.
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Steven Lewis. (2017) Governing schooling through ‘what works’: the OECD’s PISA for Schools. Journal of Education Policy 32:3, pages 281-302.
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Mardi Schmeichel, Ajay Sharma & Elizabeth Pittard. (2017) Contours of neoliberalism in US empirical educational research. Curriculum Inquiry 47:2, pages 195-216.
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Stephen Heimans, Parlo Singh & Kathryn Glasswell. (2017) Doing education policy enactment research in a minor key. Discourse: Studies in the Cultural Politics of Education 38:2, pages 185-196.
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Parlo Singh. (2017) Pedagogic governance: theorising with/after Bernstein. British Journal of Sociology of Education 38:2, pages 144-163.
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Keith Morrison & Greetje van der Werf. (2016) Research for policy: impact, uptake, or silence?. Educational Research and Evaluation 22:7-8, pages 351-353.
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Andrew Noyes & Michael Adkins. (2016) The Impact of Research on Policy: A Case of Qualifications Reform. British Journal of Educational Studies 64:4, pages 449-465.
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Stephen Black & Keiko Yasukawa. (2016) Research that counts: OECD statistics and ‘policy entrepreneurs’ impacting on Australian adult literacy and numeracy policy. Research in Post-Compulsory Education 21:3, pages 165-180.
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Carola Aili & Lars-Erik Nilsson. (2016) Preparing higher education students for the new landscape of governance. Tertiary Education and Management 22:3, pages 249-265.
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Eleonora Belfiore. (2016) Cultural policy research in the real world: curating “impact”, facilitating “enlightenment”. Cultural Trends 25:3, pages 205-216.
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Anna Hogan, Sam Sellar & Bob Lingard. (2016) Commercialising comparison: Pearson puts the TLC in soft capitalism. Journal of Education Policy 31:3, pages 243-258.
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Jonas A. Lysgaard, Alan Reid & Katrien Van Poeck. (2016) The roots and routes of environmental and sustainability education policy research – an introduction to a virtual special issue. Environmental Education Research 22:3, pages 319-332.
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Jessica Gerrard. (2015) Public education in neoliberal times: memory and desire. Journal of Education Policy 30:6, pages 855-868.
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Peter C. O’Brien. (2015) Performance Government: Activating and regulating the self-governing capacities of teachers and school leaders. Educational Philosophy and Theory 47:8, pages 833-847.
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Wanda S. Pillow. (2015) Policy temporality and marked bodies: feminist praxis amongst the ruins. Critical Studies in Education 56:1, pages 55-70.
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Joan Forbes & Elspeth McCartney. (2015) Educating child practitioners: a (re)turn to the university disciplines. Discourse: Studies in the Cultural Politics of Education 36:1, pages 144-159.
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Andres Bernasconi. (2014) Policy path dependence of a research agenda: the case of Chile in the aftermath of the student revolt of 2011. Studies in Higher Education 39:8, pages 1405-1416.
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Donald Gillies. (2014) Knowledge activism: bridging the research/policy divide. Critical Studies in Education 55:3, pages 272-288.
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Stephen Black & Keiko Yasukawa. (2014) The literacy myth continues: adapting Graff’s thesis to contemporary policy discourses on adult ‘foundation skills’ in Australia. Critical Studies in Education 55:2, pages 213-228.
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