References
- Angus, L. (2015). School choice: Neoliberal education policy and imagined futures. British Journal of Sociology of Education, 36, 395–413.
- Auld, E., & Morris, P. (2014). Comparative education, the ‘New Paradigm’ and policy borrowing: Constructing knowledge for educational reform. Comparative Education, 50, 129–155.
- Ball, S. (1998). Performativity and fragmentation in ‘postmodern schooling’. In J. Carter (Ed.), Postmodernity and the fragmentation of welfare (pp. 187–203). Florence, KY: Routledge.
- Ball, S. (2001). Performativities and fabrications in the education economy: Towards the performative society. In D. Gleeson & C. Husbands (Eds.), The performing school. Managing, teaching and learning in a performance culture (pp. 169–183). London: RoutledgeFalmer.
- Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18, 215–228.
- Ball, S. (2007). Education plc: Understanding private sector participation in public sector education. Abingdon: Routledge.
- Ball, S. (2015). Education, governance and the tyranny of numbers. Journal of Education Policy, 30, 299–301.
- Ball, S., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. Abingdon: Routledge.
- Bespoke/NECTEM. (2015a). Bespoke April Edition. Teaching for mastery takes root in Shanghai exchange schools. Retrieved from http://www.mathshubs.org.uk/bespoke/april-2015/teaching-for-mastery-takes-root/
- Bespoke/NECTEM. (2015b). Bespoke July Edition. Maths hubs programme moves into its second year. Retrieved from http://www.mathshubs.org.uk/bespoke/june-2015/maths-hubs-programme-moves-into-its-second-year/
- British Educational Research Association (BERA). (2011). Ethical guidelines for educational research. London: BERA.
- Cain, T. & Harris, R. (2013). Teachers’ action research in a culture of performativity. Educational Action Research, 21, 343–358.
- Clapham, A. (2013). Performativity, fabrication and trust: Exploring computer-mediated moderation. Ethnography and Education, 8, 371–387.
- Clapham, A., Eldridge, J., & Vickers, R. (2016). Legitimation, performativity and the tyranny of a ‘hijacked’ word. Journal of Education Policy, 31, 757–772.
- Coughlan, S. (2016). Pisa tests: UK lags behind in global school rankings. BBC News. Family and Education. Retrieved from http://www.bbc.co.uk/news/education-38157811
- Day, C., & Gu, Q. (2010). The new lives of teachers. London: Routledge.
- DfE. (2013). New maths hubs raise standards. Retrieved from https://www.gov.uk/government/news/new-maths-hubs-to-raise-standards
- DfE. (2014a). Network of 32 mathematics hubs across England aims to raise standards. Retrieved from https://www.gov.uk/government/news/network-of-32-mathematics-hubs-across-england-aims-to-raise-standards
- DfE. (2014b). Teachers’ workload diary survey. London: DfE.
- DfE (2016). Reducing teachers’ workload. London: DfE.
- DfE. (2017). Initial teacher training: Trainee number census—2017 to 2018. Retrieved from https://www.gov.uk/government/statistics/initial-teacher-training-trainee-number-census-2017-to-2018
- Foucault, M. (1977). Discipline and punish: The birth of the prison. London: Penguin.
- Gibb, N. (2014). Nick Gibb speaks to education publishers about quality textbooks. Retrieved from https://www.gov.uk/government/speeches/nick-gibb-speaks-to-education-publishers-about-quality-textbooks
- Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
- Halpin, D., & Troyna, B. (1995). The politics of education policy borrowing. Comparative Education, 31, 303–310.
- Hodgson, A., & Spours, K. (2016). Restrictive and expansive policy learning—Challenges and strategies for knowledge exchange in upper secondary education across the four countries of the UK. Journal of Education Policy, 31, 511–525.
- Jeffery, B., & Woods, P. (1998). Testing teachers. The effect of school inspectors on primary teachers. London: Falmer Press.
- Jermin, J., Vignoles, A., & Cowan, R. (2015). Mathematics mastery. Primary evaluation report. London: EEF.
- Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51, 129–147.
- Lyotard, J. (1979). The postmodern condition: A report on knowledge (G. Bennington & B. Massumi, Trans.). Manchester: Manchester University Press.
- National Audit Office. (2016). Training new teachers report. London: Department for Education/NAO.
- NCETM. (2014). Mastery approaches to mathematics and the new national curriculum. Sheffield: NCETM.
- NCETM. (2015). Evaluation of the textbook project, year one (January–July 2015). Retrieved from http://www.mathshubs.org.uk/media/5202/ncp2-evaluation-final-sept-21.pdf
- NCETM. (2016). Mastery. NCETM. Retrieved from https://www.ncetm.org.uk/resources/47230.
- Ochs, K., & Phillips, D. (2002a). Towards a structural typology of cross-national attraction in education. Lisbon: Education.
- Ochs, K., & Phillips, D. (2002b). Comparative studies and ‘cross-national attraction’ in education: A typology for the analysis of English interest in educational policy and provision in Germany. Educational Studies, 28, 325–339.
- Olmedo, A. (2017). Something old, not much new, and a lot borrowed: Philanthropy, business, and the changing roles of government in global education policy networks. Oxford Review of Education, 43, 69–87.
- Ozga, J. (2009). Governing education through data in England: From regulation to self-evaluation. Journal of Education Policy, 24, 149–162.
- Perryman, J. (2006). Panoptic performativity and school inspection regimes: Disciplinary mechanisms and life under special measures. Journal of Education Policy, 21, 147–161.
- Perryman, J. (2009). Inspection and the fabrication of professional and personal processes. Journal of Education Policy, 24, 611–631.
- Phillips, D. (2005). Policy borrowing in education: Frameworks for analysis. In J. Zajda (Ed.), International handbook on globalisation, education and policy research: Global pedagogies and policies (pp. 137–148). New York: Springer.
- Phillips, D., & Ochs, K. (2003). Processes of policy borrowing in education: Some explanatory and analytical devices. Comparative Education, 39, 451–461.
- Phillips, D., & Ochs, K. (2004a). Educational policy borrowing: Historical perspectives. Oxford: Symposium.
- Phillips, D., & Ochs, K. (2004b). Researching policy borrowing: Some methodological problems in comparative education. British Educational Research Journal, 30, 773–784.
- Shipman, T., & Griffiths, S. (2015). All children must learn times tables. Retrieved from https://www.thetimes.co.uk/article/all-children-must-learn-times-tables-5tdpkrv88lq
- Steiner-Khamsi, G. (2014). Cross-national policy borrowing: Understanding reception and translation. Asia Pacific Journal of Education, 34, 153–167.
- Stripp, C. (2015). Reflections on the England-China exchange at KS3. NCETM. Retrieved from https://www.ncetm.org.uk/resources/48551.
- Weale, S. (2015). English pupils’ maths scores improve under east Asian approach. The Guardian. Retrieved from. https://www.theguardian.com/education/2015/jun/18/english-pupils-maths-scores-improve-under-east-asian-approach