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Literacy assessment that counts: mediating, interpreting and contesting translocal policy in a primary school
16 references·0 citing·42 second hop
Literacy assessment that counts: mediating, interpreting and contesting translocal policy in a primary school (2014)Literacy assessment that counts: mediatin…Schooling the Rustbelt Kids: Making the difference in changing times (2021)Schooling the Rustbelt Kids: …Policy subjects and policy actors in schools: some necessary but insufficient analyses (2011)Policy subjects and policy ac…How Schools Do Policy (2011)How Schools Do PolicyPolicy borrowing, policy learning: testing times in Australian schooling (2010)Policy borrowing, policy lear…Privatising education, privatising education policy, privatising educational research: network governance and the ‘competition state’ (2009)Privatising education, privat…Governing education through data in England: from regulation to self‐evaluation (2009)Governing education through d…Institutional ethnography as practice (2007)Institutional ethnography as …Institutional ethnography: a sociology for people (2006)Institutional ethnography: a …English Teaching, Practice and Critique (2005)English Teaching, Practice an…Standards, Accountability, and School Reform (2004)Standards, Accountability, an…The teacher's soul and the terrors of performativity (2003)The teacher's soul and the te…Policy as Discourse: What does it mean? Where does it get us? (2000)Policy as Discourse: What doe…Four Ages of Professionalism and Professional Learning (2000)Four Ages of Professionalism …Writing the Social (1999)Writing the SocialFunds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms (1992)Funds of knowledge for teachi…Building an Ethical School: A Theory for Practice in Educational Leadership (1991)Building an Ethical School: A…The Postmodern Condition: A Report on Knowledge (1984)Governing the soul: the shaping of the private self (1990)Teacher Agency (2015)The Impact of Leadership on Student Outcomes (2016)Teacher job satisfaction: the importance of school working conditions and teacher characteristics (2020)Modernity and Self-Identity (2023)High stakes : testing for tracking, promotion, and graduation (1999)Assessments and Accountability (2000)Teacher Education and the American Future (2009)Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains (2010)The New Literacies of Online Research and Comprehension: Rethinking the Reading Achievement Gap (2014)Administrative Behavior: A Study of Decision-Making Processes in Administrative Organization. (1978)Power/Knowledge: Selected Interviews and Other Writings 1972-1977 (1980)Unbearable Weight: Feminism, Western Culture and the Body. (1995)Education Policy as a Practice of Power (2009)The intellectual landscape of critical policy analysis (2014)A critical review of GenAI policies in higher education assessment: a call to reconsider the “originality” of students’ work (2024)Educating the reflective practitioner (1987)Changing teachers, changing times: teachers' work and culture in the postmodern age (1994)The Changing Roles of Teachers in an Era of High-Stakes Accountability (2007)Contemporary Approaches to Teacher Professional Development (2010)The New Meaning of Educational Change (2010)Teacher identity and agency in an era of accountability (2015)Rousing minds to life: teaching, learning, and schooling in social context (1989)Creating zones of possibilities: Combining social contexts for instruction (1990)Whose culture has capital? A critical race theory discussion of community cultural wealth (2005)Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education (2015)Implications for educational practice of the science of learning and development (2019)Four models of the public sphere in modern democracies (2002)Research, Performance, and Doing Human Geography: Some Reflections on the Diary-Photograph, Diary-Interview Method (2003)Culture, Power, and Institutions: A Multi-Institutional Politics Approach to Social Movements (2008)Psychotherapy in Everyday Life (2001)GENDER AND THE HIDDEN LIFE OF INSTITUTIONS (2013)Social Identity Map: A Reflexivity Tool for Practicing Explicit Positionality in Critical Qualitative Research (2019)Multimodality and Literacy in School Classrooms (2008)Teacher preparation for inclusive education: increasing knowledge but raising concerns (2011)Classroom dialogue: a systematic review across four decades of research (2013)‘Where you stand depends on where you sit’: the social construction of policy enactments in the (English) secondary school (2014)Inclusive education policies: discourses of difference, diversity and deficit (2014)What is policy? 21 years later: reflections on the possibilities of policy research (2015)Introduction: What is Institutional Ethnography? (2006)Students “at Risk” (2011)
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References

  • 1992Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms7,330 cited
  • 2003The teacher's soul and the terrors of performativity4,821 cited
  • 2006Institutional ethnography: a sociology for people2,243 cited
  • 2011How Schools Do Policy1,432 cited
  • 2005English Teaching, Practice and Critique1,325 cited
  • 1999Writing the Social1,191 cited
  • 2000Four Ages of Professionalism and Professional Learning1,185 cited
  • 2007Institutional ethnography as practice782 cited
  • 2000Policy as Discourse: What does it mean? Where does it get us?637 cited
  • 2004Standards, Accountability, and School Reform636 cited
  • 2009Governing education through data in England: from regulation to self‐evaluation618 cited
  • 2010Policy borrowing, policy learning: testing times in Australian schooling582 cited
  • 2009Privatising education, privatising education policy, privatising educational research: network governance and the ‘competition state’533 cited
  • 1991Building an Ethical School: A Theory for Practice in Educational Leadership458 cited
  • 2021Schooling the Rustbelt Kids: Making the difference in changing times360 cited

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  • 2011Policy subjects and policy actors in schools: some necessary but insufficient analyses277 cited
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