Citations (30)
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Jennifer Collett. (2023) Relationships between Reading Identities and Dialogue: Perspectives from Fifth-grade Multilingual Learners. Reading & Writing Quarterly 39:4, pages 259-276.
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Chi Chen & Andy Jiahao Liu. (2022) Understanding partnerships in teacher and student feedback literacy: Shared responsibility. Innovations in Education and Teaching International 0:0, pages 1-14.
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Tova Hartman & Elli Schachter. (2021) High School Students “Talk Back” to the Anonymous Researcher behind the Questionnaire. The Journal of Experimental Education 89:1, pages 196-208.
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Eve Mayes & Angelique Howell. (2018) The (hidden) injuries of NAPLAN: two standardised test events and the making of ‘at risk’ student subjects. International Journal of Inclusive Education 22:10, pages 1108-1123.
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Bethy Leonardi. (2017) Navigating the relationship between policy and practice: competing discourses of fear and care in teachers’ sense-making about the FAIR Education Act. Journal of Education Policy 32:5, pages 694-716.
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Angelique Howell. (2017) ‘Because then you could never ever get a job!’: children’s constructions of NAPLAN as high-stakes. Journal of Education Policy 32:5, pages 564-587.
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Bethy Leonardi. (2017) The “box”ing match: Narratives from queer adults growing up through the heterosexual matrix. Journal of LGBT Youth 14:1, pages 93-117.
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Articles from other publishers (23)
Badriah Basma & Robert Savage. (2023) Teacher Professional Development and Student Reading in Middle and High School: A Systematic Review and Meta-Analysis. Journal of Teacher Education 74:3, pages 214-228.
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Laura A. Taylor. (2023) “If I was better at managing all this”: The role of neoliberal logic in framing one teacher's narratives about accountability. Teaching and Teacher Education 121, pages 103944.
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Anastasiya A. Lipnevich & Jeffrey K. Smith. (2022) Student – Feedback Interaction Model: Revised. Studies in Educational Evaluation 75, pages 101208.
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Laura Taylor. (2019) Discursive stance as a pedagogical tool: Negotiating literate identities in writing conferences. Journal of Early Childhood Literacy 21:2, pages 208-229.
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Maren Aukerman & Lorien Chambers Schuldt. (2021) What Matters Most? Toward a Robust and Socially Just Science of Reading. Reading Research Quarterly 56:S1.
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Summer J. Davis, Jill A. Scott, Karen E. Wohlwend & Casey M. Pennington. (2021) Bringing Joy to School: Engaging K–16 Learners through Maker Literacies and Playshops. Teachers College Record: The Voice of Scholarship in Education 123:3, pages 1-23.
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Lokesh Ramnath Maharajh & Lucia Tsitsi Musikewa. (2021) “Skill, drill, and kill”. International Journal for Innovation Education and Research 9:2, pages 371-386.
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Julie E. Learned, Laura C. Dacus, Mary Jo Morgan, Kathryn S. Schiller & Guher Gorgun. (2020) “The Tail Wagging the Dog”: High-Stakes Testing as a Mediating Context in Secondary Literacy-Related. Teachers College Record: The Voice of Scholarship in Education 122:11, pages 1-47.
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Esther Yin-Nei Cho & T.M.S. Chan. (2020) Children’s wellbeing in a high-stakes testing environment: The case of Hong Kong. Children and Youth Services Review 109, pages 104694.
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Suzanne F. Evans & Margaret Howarth. 2019. Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes. Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes
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Andrea Bien & Makenzie Selland. (2018) Living the stories we tell: The sociopolitical context of enacting teaching stories. Teaching and Teacher Education 69, pages 85-94.
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John Scott & T Philip Nichols. (2017) Learning analytics as assemblage: Criticality and contingency in online education. Research in Education 98:1, pages 83-105.
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Gillian Kirk & Judith MacCallum. (2017) Strategies that Support Kindergarten Children's Social and Emotional Development: One Teacher's Approach. Australasian Journal of Early Childhood 42:1, pages 85-93.
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Kitty Fortner & Jose W. Lalas. 2017. Challenges Associated with Cross-Cultural and At-Risk Student Engagement. Challenges Associated with Cross-Cultural and At-Risk Student Engagement
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Rebecca Rogers, Inda Schaenen, Christopher Schott, Kathryn O’Brien, Lina Trigos-Carrillo, Kim Starkey & Cynthia Carter Chasteen. (2016) Critical Discourse Analysis in Education. Review of Educational Research 86:4, pages 1192-1226.
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Javier Campos-Martínez & Patricia Guerrero Morales. (2016) EFECTOS INDESEADOS DE LA MEDICIÓN DE LA CALIDAD EDUCATIVA EN CHILE. LA RESPUESTA DE LA SOCIEDAD CIVIL. Cadernos CEDES 36:100, pages 355-374.
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Kristine Kousholt. (2016) Testing as social practice: Analysing testing in classes of young children from the children’s perspective. Theory & Psychology 26:3, pages 377-392.
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Melody Zoch. (2016) Growing the Good Stuff. Journal of Literacy Research 47:3, pages 328-369.
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Barbara Comber. (2014) Literacy, poverty and schooling: what matters in young people's education?. Literacy 48:3, pages 115-123.
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Rebecca Rogers & Inda Schaenen. (2014) Critical Discourse Analysis in Literacy Education: A Review of the Literature. Reading Research Quarterly 49:1, pages 121-143.
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Elizabeth Dutro, Makenzie K. Selland & Andrea C. Bien. (2013) Revealing Writing, Concealing Writers. Journal of Literacy Research 45:2, pages 99-141.
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Grace Enriquez. (2017) “But They Won't Let you Read!”: A Case Study of an Urban Middle School Male's Response to School Reading. Journal of Education 193:1, pages 35-46.
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