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SATurated models of pupildom: Assessment and inclusion/exclusion
16 references·14 citing·37 second hop
SATurated models of pupildom: Assessment and inclusion/exclusion (2004)SATurated models of pupildom: Assessment …Education and Power (2012)Education and PowerCommon Knowledge : The Development of Understanding in the Classroom (2012)Common Knowledge : The Develo…Discourse Reader (2004)Discourse ReaderUnderstanding the Development of Inclusive Schools (2002)Understanding the Development…Students' Experiences of Ability Grouping—disaffection, polarisation and the construction of failure1 (2000)Students' Experiences of Abil…Socio-Cultural Aspects of Assessment (1999)Socio-Cultural Aspects of Ass…An Introduction to Discourse Analysis: Theory and Method (1999)An Introduction to Discourse …’I’ ll be a nothing’: structure, agency and the construction of identity through assessment[1] (1999)’I’ ll be a nothing’: structu…Chapter 4: Discourse Analysis, Learning, and Social Practice: A Methodological Study (1998)Chapter 4: Discourse Analysis…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…The Guided Construction of Knowledge (1995)The Guided Construction of Kn…Politics and Policy Making in Education: Explorations in Policy Sociology (1991)Politics and Policy Making in…Positioning: The Discursive Production of Selves (1990)Positioning: The Discursive P…Power and criticism : poststructural investigations in education (1988)Power and criticism : poststr…Linguistic processes in sociocultural practice (1986)Linguistic processes in socio…Linguistic Processes in Sociocultural Practice (1985)Linguistic Processes in Socio…Enhancing accounting and finance students’ awareness of transferable skills in an integrated blended learning environment (2021)Enhancing accounting and fina…Participatory arts interventions promote interpersonal and intergroup prosocial intentions in middle childhood (2019)Participatory arts interventi…Looking in the mirror: reflecting on 25 years of inclusive education in Australia (2019)Looking in the mirror: reflec…Not playing the game: student assessment resistance as a form of agency (2018)Not playing the game: student…Young learners’ response processes when taking computerized tasks for speaking assessment (2017)Young learners’ response proc…Emotional pedagogy and the gendering of social and emotional learning (2015)Emotional pedagogy and the ge…Exploring inclusive practices in primary schools: focusing on children’s voices (2014)Exploring inclusive practices…The examined life: perspectives of lower primary school students in Hong Kong (2012)The examined life: perspectiv…Stress and anxiety surrounding forthcoming Standard Assessment Tests in English schoolchildren (2012)Stress and anxiety surroundin…Schools as agents of social exclusion and inclusion (2012)Schools as agents of social e…Fear appeals in the primary classroom: Effects on test anxiety and test grade (2011)Fear appeals in the primary c…Are materialistic teenagers less motivated to learn? Cross-sectional and longitudinal evidence from the United Kingdom and Hong Kong. (2011)Are materialistic teenagers l…Teachers’ use of fear appeals in the Mathematics classroom: Worrying or motivating students? (2010)Teachers’ use of fear appeals…Fear in education (2010)Fear in educationMotivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)The Power of Feedback (2007)Focus on Formative Feedback (2008)How To Do Things With Words (1975)Forms of talk (1981)Feminist practice and poststructuralist theory (1988)Varieties of Positioning (1991)The social construction of the personal past and its implications for adult development. (2001)Who am I? 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Discourse Analysis and Qualitative Research (2004)Selections from the Prison Notebooks (2020)Chapter 3 : Identity as an Analytic Lens for Research in Education (2000)Choose Your Method: A Comparison of Phenomenology, Discourse Analysis, and Grounded Theory (2007)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)The quality of talk in children's collaborative activity in the classroom (1996)Classroom Interaction in Science: Teacher questioning and feedback to students’ responses (2006)Leaders and Leadership in Education (2001)Abordagem do ciclo de políticas: uma contribuição para a análise de políticas educacionais (2006)Deconstructing Professionalism in Early Childhood Education: Resisting the Regulatory Gaze (2006)Critical Discourse Analysis and the Marketization of Public Discourse: The Universities (1993)An Introduction to Discourse Analysis (2004)Legitimation in discourse and communication (2007)Public Goods, Private Goods: The American Struggle Over Educational Goals (1997)Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers (2002)High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis (2007)Fertile Obsession: Validity After Poststructuralism (1993)The Knower and the Known: The Nature of Knowledge in Research on Teaching (1994)Theorizing Language Teacher Identity: Three Perspectives and Beyond (2005)Children's Talk and the Development of Reasoning in the Classroom (1999)The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons (2006)Formative Assessment: Assessment Is for Self-regulated Learning (2012)
this work references cited by second hop

References

  • 1998Assessment and Classroom Learning8,137 cited
  • 1999An Introduction to Discourse Analysis: Theory and Method6,084 cited
  • 1990Positioning: The Discursive Production of Selves5,357 cited
  • 2012Education and Power1,496 cited
  • 2012Common Knowledge : The Development of Understanding in the Classroom1,330 cited
  • 1995The Guided Construction of Knowledge965 cited
  • 1991Politics and Policy Making in Education: Explorations in Policy Sociology873 cited
  • 1988Power and criticism : poststructural investigations in education649 cited
  • 1985Linguistic Processes in Sociocultural Practice613 cited
  • 1986Linguistic processes in sociocultural practice592 cited
  • 1998Chapter 4: Discourse Analysis, Learning, and Social Practice: A Methodological Study588 cited
  • 2002Understanding the Development of Inclusive Schools581 cited
  • 2004Discourse Reader453 cited
  • 2000Students' Experiences of Ability Grouping—disaffection, polarisation and the construction of failure1428 cited
  • 1999Socio-Cultural Aspects of Assessment368 cited
  • 1999’I’ ll be a nothing’: structure, agency and the construction of identity through assessment[1]

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319 cited

Cited by

  • 2011Fear appeals in the primary classroom: Effects on test anxiety and test grade90 cited
  • 2014Exploring inclusive practices in primary schools: focusing on children’s voices87 cited
  • 2018Not playing the game: student assessment resistance as a form of agency84 cited
  • 2010Teachers’ use of fear appeals in the Mathematics classroom: Worrying or motivating students?79 cited
  • 2019Looking in the mirror: reflecting on 25 years of inclusive education in Australia71 cited
  • 2012The examined life: perspectives of lower primary school students in Hong Kong70 cited
  • 2010Fear in education66 cited
  • 2011Are materialistic teenagers less motivated to learn? Cross-sectional and longitudinal evidence from the United Kingdom and Hong Kong.62 cited
  • 2012Schools as agents of social exclusion and inclusion58 cited
  • 2012Stress and anxiety surrounding forthcoming Standard Assessment Tests in English schoolchildren40 cited
  • 2015Emotional pedagogy and the gendering of social and emotional learning39 cited
  • 2017Young learners’ response processes when taking computerized tasks for speaking assessment34 cited
  • 2021Enhancing accounting and finance students’ awareness of transferable skills in an integrated blended learning environment20 cited
  • 2019Participatory arts interventions promote interpersonal and intergroup prosocial intentions in middle childhood12 cited