Citations (19)
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Katarina Ståhlkrantz. (2023) School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum. Journal of Curriculum Studies 55:4, pages 440-457.
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Toni M. Smith, Michael S. Garet, Mengli Song, Drew Atchison & Andrew Porter. (2023) The Impact of a Virtual Coaching Program to Improve Instructional Alignment to State Standards. Journal of Research on Educational Effectiveness 0:0, pages 1-24.
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Christopher DeLuca, Nathan Rickey & Andrew Coombs. (2021) Exploring assessment across cultures: Teachers’ approaches to assessment in the U.S., China, and Canada. Cogent Education 8:1.
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Sascha C. Mowrey & Elizabeth K. King. (2019) Sharing Experiences Together: Within- and Across-Sector Collaboration among Public Preschool Educators. Early Education and Development 30:8, pages 1045-1062.
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Articles from other publishers (15)
Alexander Schmoelz. (2023) Digital Humanism, Progressive Neoliberalism and the European Digital Governance System for Vocational and Adult Education. Journal of Adult and Continuing Education 29:2, pages 735-759.
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Seyum Getenet & Hailu Getnet. (2023) Investigating the use of the National Assessment Program – Literacy and Numeracy (NAPLAN) test results. Studies in Educational Evaluation 78, pages 101277.
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Jose Eos Trinidad. (2022) Meaning‐Making, Negotiation, and Change in School Accountability, Or What Sociology Can Offer Policy Studies. Sociological Inquiry 93:1, pages 153-178.
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David Barnes, Christine Anne Royce, Philip A. Reed, Kelli List Wells, Elizabeth Allan, Geraldine Gooding & Scott R. Bartholomew. 2023. Standards-Based Technology and Engineering Education. Standards-Based Technology and Engineering Education
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Mikyung Kim Wolf. (2022) Interconnection between constructs and consequences: a key validity consideration in K–12 English language proficiency assessments. Language Testing in Asia 12:1.
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Brian Gill. (2022) WHAT SHOULD THE FUTURE OF EDUCATIONAL ACCOUNTABILITY LOOK LIKE?. Journal of Policy Analysis and Management 41:4, pages 1232-1239.
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Suneal Kolluri. (2018) Student Perspectives on the Common Core: The Challenge of College Readiness at Urban High Schools. Urban Education 57:6, pages 1031-1058.
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Drew Atchison, Michael S. Garet, Toni M. Smith & Mengli Song. (2022) The Validity of Measures of Instructional Alignment With State Standards Based on Surveys of Enacted Curriculum. AERA Open 8, pages 233285842210987.
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Amy Ray. (2020) What does it mean to critique? An exploration of the types of critiques promoted in seventh‐grade mathematics curriculum and assessment materials. School Science and Mathematics 120:5, pages 273-284.
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Mikyung Kim Wolf. 2020. Another Generation of Fundamental Considerations in Language Assessment. Another Generation of Fundamental Considerations in Language Assessment
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David K. Cohen, James P. Spillane & Donald J. Peurach. (2017) The Dilemmas of Educational Reform. Educational Researcher 47:3, pages 204-212.
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Lluís Parcerisa. (2016) Modernización conservadora y privatización en la educación: el caso de la LOMCE y la Nueva Gestión Pública. Revista Educación, Política y Sociedad 1:2, pages 11-42.
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William Mangino, Marc Silver & Jonathan Cavalieri. (2015) The disjuncture between raw scores and pass rates in New York State public schools: Turning success into failure. Studies in Educational Evaluation 45, pages 46-54.
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Dominic F. Gullo. (2013) Improving Instructional Practices, Policies, and Student Outcomes for Early Childhood Language and Literacy Through Data-Driven Decision Making. Early Childhood Education Journal 41:6, pages 413-421.
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Brian Gill, Jennifer Lerner & Paul Meosky. (2016) Reimagining Accountability in K-12 Education: A Behavioral Science Perspective. SSRN Electronic Journal.
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