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Doing good? Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement
16 references·1 citing·33 second hop
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References

  • 1973Review of research in education7,699 cited
  • 1991Otherwise than Being or Beyond Essence2,473 cited
  • 2008Good education in an age of measurement: on the need to reconnect with the question of purpose in education1,633 cited
  • 2005Teachers Matter: Attracting, Developing and Retaining Effective Teachers1,510 cited
  • 2012Handbook of Classroom Management: Research, Practice, and Contemporary Issues1,458 cited
  • 2010Good Education in an Age of Measurement: Ethics, Politics, Democracy1,246 cited
  • 2006Beyond Learning: Democratic Education for a Human Future1,206 cited
  • 1995Life in Fragments: Essays in Postmodern Morality1,096 cited
  • 2009Who I am in how I teach is the message: self‐understanding, vulnerability and reflection1,061 cited
  • 2007Intricate Ethics636 cited
  • 2007Assessing No Child Left Behind and the Rise of Neoliberal Education Policies627 cited
  • 2013Handbook of Classroom Management612 cited
  • 1987Otherwise than Being or Beyond Essence526 cited
  • 1995Ethics and infinity458 cited
  • 2003Learning from the Other: Levinas, Psychoanalysis, and Ethical Possibilities in Education417 cited

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Intricate ethics: rights, responsibilities, and permissible harm
356 cited

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  • 2013Uncovering the links between prospective teachers’ personal responsibility, academic optimism, hope, and emotions about teaching: a mediation analysis61 cited