References
- Affdex. n.d. “White Paper Exploring the Emotion Classifiers Behind Affdex.” http://studylib.net/doc/13073324/white-paper-exploring-the-emotion-classifiers-behind-affd….
- Allen, K., and A. Bull. 2018. “Following Policy: A Network Ethnography of the UK Character Education Policy Community.” Sociological Research Online 23 (2): 438–458. doi: 10.1177/1360780418769678
- Anagnostopoulos, D., S. A. Rutledge, and R. Jacobsen, eds. 2013. The Infrastructure of Accountability: Data Use and the Transformation of American Education. Cambridge, MA: Harvard Education Press.
- Aspen Institute. 2018. “How Learning Happens: Supporting Students’ Social, Emotional, and Academic Development.” The Aspen Institute National Commission on Social, Emotional and Academic Development. https://assets.aspeninstitute.org/content/uploads/2018/01/2017_Aspen_InterimReport_Update2.pdf.
- Bates, A. 2017. “The Management of ‘Emotional Labour’ in the Corporate Re-imagining of Primary Education in England.” International Studies in Sociology of Education 26 (1): 66–81. doi: 10.1080/09620214.2016.1175959
- Bull, A., and K. Allen. 2018. “Introduction: Sociological Interrogations of the Turn to Character.” Sociological Research Online 23 (2): 392–398. doi: 10.1177/1360780418769672
- Dahl, M. 2016. “Don’t Believe the Hype About Grit, Pleads the Scientist Behind the Concept.” The Cut, May 9. https://www.thecut.com/2016/05/dont-believe-the-hype-about-grit-pleads-the-scientist-behind-the-concept.html.
- Daston, L. 1992. “Objectivity and the Escape from Perspective.” Social Studies of Science 22 (4): 597–618. doi: 10.1177/030631292022004002
- Desrosieres, A. 2001. “How Real are Statistics? Four Possible Attitudes.” Social Research 68 (2): 339–355.
- D’Mello, S. 2017. “Emotional Learning Analytics.” In Handbook of Learning Analytics, edited by C. Lang, G. Siemens, A. Wise, and D. Gasevic, 115–127. Society of Learning Analytics Research.
- Duckor, B. 2017. “Got Grit? Maybe … .” Phi Delta Kappan 98 (7): 61–66. doi: 10.1177/0031721717702634
- Duckworth, A. L., and D. S. Yeager. 2015. “Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes.” Educational Researcher 44 (4): 237–251. doi: 10.3102/0013189X15584327
- Durlak, J. A., R. P. Weissberg, A. B. Dymnicki, R. D. Taylor, and K. B. Schellinger. 2011. “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-analysis of School-based Universal Interventions.” Child Development 82 (1): 405–432. doi: 10.1111/j.1467-8624.2010.01564.x
- Ekman, P. 2016. “What Scientists Who Study Emotion Agree About.” Perspectives on Psychological Science 11 (1): 31–34. doi: 10.1177/1745691615596992
- Ekman, P., and W. V. Friesen. 1976. “Measuring Facial Movement.” Environmental Psychology and Nonverbal Behavior 1 (1): 56–75. doi: 10.1007/BF01115465
- Fourcade, M. 2018. “Economics: The View from Below.” Swiss Journal of Economics and Statistics 154 (5). doi:10.1186/s41937-017-0019-2.
- Hartong, S. 2016. “Between Assessments, Digital Technologies and Big Data: The Growing Influence of ‘Hidden’ Data Mediators in Education.” European Educational Research Journal 15 (5): 523–536. doi: 10.1177/1474904116648966
- Heckman, J. J. 2008. “Schools, Skills, and Synapses.” IZA Discussion Paper No. 3515. https://heckmanequation.org/assets/2017/01/Schools_Skills_Synapsis.pdf.
- Heckman, J. J., and T. Kautz. 2013. “Fostering and Measuring Skills: Interventions that Improve Character and Cognition.” Technical report, IZA Discussion Paper No. 7750: http://ftp.iza.org/dp7750.pdf.
- Hogan, A., E. Enright, M. Stylianou, and L. McCuaig. 2018. “Nuancing the Critique of Commercialisation in Schools: Recognising Teacher Agency.” Journal of Education Policy 33 (5): 617–631. doi: 10.1080/02680939.2017.1394500
- Jasanoff, S. 2004. States of Knowledge: The Co-production of Science and Social Order. London: Routledge.
- Jasanoff, S. 2011. “The Practices of Objectivity in Regulatory Science.” In Social Knowledge in the Making, edited by C. Camic, N. Gross, and M. Lamont, 307–338. Chicago: University of Chicago Press.
- Kankaraš, M. 2017. Personality Matters: Relevance and Assessment of Personality Characteristics. OECD Education Working Papers, No. 157. Paris: OECD Publishing.
- Kautz, T., J. J. Heckman, R. Diris, B. ter Weel, and L. Borghans. 2014. Fostering and Measuring Skills: Improving Cognitive and Non-cognitive Skills to Promote Lifetime Success. Paris: OECD-CERI. http://www.oecd.org/edu/ceri/Fostering-and-Measuring-Skills-Improving-Cognitive-and-Non-Cognitive-Skills-to-Promote-Lifetime-Success.pdf.
- Lerner, R. M. 2005. “Promoting Positive Youth Development: Theoretical and Empirical Bases.” White paper prepared for Workshop on the Science of Adolescent Health and Development, National Research Council, Washington, DC, September 9.
- Markowetz, A., K. Błaszkiewicz, C. Montag, C. Switala, and T. E. Schlaepfer. 2014. “Psycho-informatics: Big Data Shaping Modern Psychometrics.” Medical Hypotheses 82 (4): 405–411. doi: 10.1016/j.mehy.2013.11.030
- McDuff, D., M. Amr, A. Mahmoud, J. Turcot, M. Mavadati, and R. el Kaliouby. 2016. “AFFDEX SDK: A Cross-Platform RealTime Multi-Face Expression Recognition Toolkit.” CHI'16 Extended Abstracts, San Jose, CA, USA, May 7–12. https://www.affectiva.com/wp-content/uploads/2017/03/McDuff_2016_Affdex.pdf.
- McGimpsey, I., A. Bradbury, and D. Santori. 2016. “Revisions to Rationality: The Translation of ‘New Knowledges’ into Policy Under the Coalition Government.” British Journal of Sociology of Education 38 (6): 908–925. doi:10.1080/01425692.2016.1202747.
- McKown, C., L. Read, and N. Bookman. 2017. “Key Design Principles for Direct Assessments of SEL: Lessons Learned from the First Design Challenge.” CASEL, September. http://measuringsel.casel.org/wp-content/uploads/2017/09/AWG-Design-Challenge-Direct-Assessments-of-SEL.pdf.
- McKown, C., and J. Trejo. 2018. “Revised Key Design Principles for Direct Assessments of SEL: Lessons Learned from the Second Design Challenge.” CASEL, July. https://measuringsel.casel.org/wp-content/uploads/2018/08/AWG-Design-Challenge-2.0.pdf.
- Megill, A. 1994. “Introduction: Four Senses of Objectivity.” In Rethinking Objectivity, edited by A. Megill, 1–20. Durham: Duke University Press.
- Megill, A. 2007. Historical Knowledge, Historical Error: A Contemporary Guide to Practice. Chicago: University of Chicago Press.
- Michell, J. 2008. Is Psychometrics Pathological Science? Measurement 6: 7–24.
- Nemorin, S. 2017. Affective Capture in Digital School Spaces and the Modulation of Student Subjectivities. Emotion, Society and Space 24: 11–18. doi: 10.1016/j.emospa.2017.05.007
- OECD. 2015. Skills for Social Progress: The Power of Social and Emotional Skills. Paris: OECD Skills Studies, OECD Publishing.
- OECD. 2017. Social and Emotional Skills: Well-being, Connectedness and Success. Paris: OECD.
- Piattoeva, N. 2015. “Elastic Numbers: National Examinations Data as a Technology of Government.” Journal of Education Policy 30: 316–334. doi: 10.1080/02680939.2014.937830
- Porter, T. 1994. “Objectivity as Standardization: The Rhetoric of Impersonality in Measurement, Statistics, and Cost-Benefit Analysis.” In Rethinking Objectivity, edited by A. Megill, 197–238. Durham: Duke University Press.
- Porter, T. 1995. Trust in Numbers. The Pursuit of Objectivity in Science and Public Life. Princeton, NJ: Princeton University Press.
- Rose, N. 1999. Governing the Soul: The Shaping of the Private Self. 2nd ed. London: Free Association Books.
- Rose, N., C. Aicardi, and M. Reinsborough. 2016. Future Computing and Robotics: A Foresight Report from the Human Brain Project Lab. London: King’s College London.
- Sanders, M., J. Lawrence, D. Gibbons, and P. Calcraft. 2017. Using Data Science in Policy: A Report by the Behavioural Insights Team. London: Behavioural Insights Team.
- Sellar, S. 2017. “Making Network Markets in Education: The Development of Data Infrastructure in Australian Schooling. Globalisation, Societies and Education 15(3), 341–335. doi: 10.1080/14767724.2017.1330137
- Sellar, S., and B. Lingard. 2014. “The OECD and the Expansion of PISA: New Global Modes of Governance in Education.” British Educational Research Journal 40 (6): 917–936. doi: 10.1002/berj.3120
- Soto, C. J., and O. P. John. 2017. “The Next Big Five Inventory (BFI-2): Developing and Assessing a Hierarchical Model With 15 Facets to Enhance Bandwidth, Fidelity, and Predictive Power.” Journal of Personality and Social Psychology 113 (1): 117–143. doi: 10.1037/pspp0000096
- Taylor, R. D., E. Oberle, J. A. Durlak, and R. Weissberg. 2017. “Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-up Effects.” Child Development 88 (4): 1156–1171. doi: 10.1111/cdev.12864
- Webb, P. T., and K. N. Gulson. 2015. “Policy Scientificity 3.0: Theory and Policy Analysis in-and-for this World and Other-worlds.” Critical Studies in Education 56 (1): 161–174. doi: 10.1080/17508487.2014.949812
- WEF (World Economic Forum). 2016. New Vision for Education: Fostering Social and Emotional Learning Through Technology. Cologny/Geneva: World Economic Forum.
- West, M. R. 2016. “Should Noncognitive Skills be Included in School Accountability Systems? Preliminary Evidence from California’s Core Districts.” Brookings Evidence Speaks Reports 1 (13). https://www.brookings.edu/research/should-non-cognitive-skills-be-included-in-school-accountability-systems-preliminary-evidence-from-californias-core-districts/.
- Wilbrink, B. 2016. “Personal development: OECD’s social and emotional skills. Is it science?” Onderwijs 2032 Science Check, May 17. https://onderwijs2032sciencecheck.wordpress.com/2016/05/17/non-cognitive-skills-oecd-again-personal-development/.
- Williamson, B. 2017. Big Data in Education: The Digital Future of Learning, Policy and Practice. London: Sage.