|
2018 Journal Article Teachers’ work in complex times: the ‘fast policy’ of Swedish school reformHardy, Ian, Rönnerman, Karin and Beach, Dennis (2018). Teachers’ work in complex times: the ‘fast policy’ of Swedish school reform. Oxford Review of Education, 45 (3), 1-17. doi: 10.1080/03054985.2018.1546684 |
|
2018 Journal Article Data for learning? Confirming and contesting performative practices of data governanceHardy, Ian, Hamid, M. Obaidul and Reyes, Vicente (2018). Data for learning? Confirming and contesting performative practices of data governance. Global Studies of Childhood, 8 (4), 339-354. doi: 10.1177/2043610618814843 |
|
2018 Journal Article Critiquing curriculum policy reform in Finland and AustraliaHardy, Ian and Michael Uljens (2018). Critiquing curriculum policy reform in Finland and Australia. Transnational Curriculum Inquiry, 15 (2), 50-82. |
|
2018 Journal Article Driving change from ‘the middle’: middle leading for site based educational developmentEdwards-Groves, Christine, Grootenboer, Peter, Hardy, Ian and Rönnerman, Karin (2018). Driving change from ‘the middle’: middle leading for site based educational development. School Leadership & Management, 39 (3-4), 1-19. doi: 10.1080/13632434.2018.1525700 |
|
2018 Journal Article Aspirational ambivalence of middle-class secondary students in Hong KongTsao, Jack, Hardy, Ian and Lingard, Bob (2018). Aspirational ambivalence of middle-class secondary students in Hong Kong. British Journal of Sociology of Education, 39 (8), 1-17. doi: 10.1080/01425692.2018.1456904 |
|
2018 Journal Article A “Deleterious” Driver: The “First Teacher” Reform in SwedenHardy, Ian and Rönnerman, Karin (2018). A “Deleterious” Driver: The “First Teacher” Reform in Sweden. Scandinavian Journal of Educational Research, 63 (5), 1-14. doi: 10.1080/00313831.2018.1452289 |
|
2018 Journal Article Visibility, invisibility, and visualisation: the danger of school performance dataHardy, Ian and Lewis, Steven (2018). Visibility, invisibility, and visualisation: the danger of school performance data. Pedagogy, Culture and Society, 26 (2), 233-248. doi: 10.1080/14681366.2017.1380073 |
|
2018 Journal Article The activation of epistemological resources in epistemic communities: district educators' professional learning as policy enactmentHardy, Ian and Melville, Wayne (2018). The activation of epistemological resources in epistemic communities: district educators' professional learning as policy enactment. Teaching and Teacher Education, 71, 159-167. doi: 10.1016/j.tate.2017.12.019 |
|
2018 Journal Article A critical examination of Teach for Bangladesh's Facebook page: 'Social-mediatisation' of global education reforms in the 'post-truth' eraAdhikary, Rino Wiseman, Lingard, Bob and Hardy, Ian (2018). A critical examination of Teach for Bangladesh's Facebook page: 'Social-mediatisation' of global education reforms in the 'post-truth' era. Journal of Education Policy, 33 (5), 1-30. doi: 10.1080/02680939.2018.1445294 |
|
2018 Journal Article The complexity and contradictions of Finnish superintendents’ workHardy, Ian and Salo, Petri (2018). The complexity and contradictions of Finnish superintendents’ work. Journal of Educational Administration, 56 (3), 297-314. doi: 10.1108/JEA-06-2017-0066 |
|
2017 Journal Article Practising the public? Collaborative teacher inquiry in an era of standardization and accountabilityHardy, Ian (2017). Practising the public? Collaborative teacher inquiry in an era of standardization and accountability. Journal of Curriculum Studies, 50 (2), 1-21. doi: 10.1080/00220272.2017.1402958 |
|
2017 Journal Article Governing teacher learning: understanding teachers’ compliance with and critique of standardizationHardy, Ian (2017). Governing teacher learning: understanding teachers’ compliance with and critique of standardization. Journal of Education Policy, 33 (1), 1-22. doi: 10.1080/02680939.2017.1325517 |
|
2017 Journal Article Probing and problematizing teacher professional development for inclusionWoodcock, Stuart and Hardy, Ian (2017). Probing and problematizing teacher professional development for inclusion. International Journal of Educational Research, 83, 43-54. doi: 10.1016/j.ijer.2017.02.008 |
|
2017 Journal Article Transforming professional learning: educational action research in practiceHardy, Ian, Ronnerman, Karin and Edwards-Groves, Christine (2017). Transforming professional learning: educational action research in practice. European Educational Research Journal, 17 (3), 1-21. doi: 10.1177/1474904117690409 |
|
2017 Journal Article Measuring, monitoring, and managing for productive learning? Australian insights into the enumeration of educationHardy, Ian (2017). Measuring, monitoring, and managing for productive learning? Australian insights into the enumeration of education. Revista de la Asociación de Sociología de la Educación (RASE), 10 (2), 192-208. doi: 10.7203/RASE.10.2.10050 |
|
2016 Journal Article Tracking the topological: the effects of standardised data upon teachers’ practiceLewis, Steven and Hardy, Ian (2016). Tracking the topological: the effects of standardised data upon teachers’ practice. British Journal of Educational Studies, 65 (2), 1-20. doi: 10.1080/00071005.2016.1254157 |
|
2016 Journal Article Beyond the binary: rethinking teachers’ understandings of and engagement with inclusionWoodcock, Stuart and Hardy, Ian (2016). Beyond the binary: rethinking teachers’ understandings of and engagement with inclusion. International Journal of Inclusive Education, 21 (6), 1-20. doi: 10.1080/13603116.2016.1251501 |
|
2016 Journal Article "Capitalising' on community? Understanding and critiquing instrumentalist approaches to Indigenous schoolingHardy, Ian (2016). "Capitalising' on community? Understanding and critiquing instrumentalist approaches to Indigenous schooling. Oxford Review of Education, 42 (6), 661-676. doi: 10.1080/03054985.2016.1203302 |
|
2016 Journal Article Historicising teachers’ learning: a case study of productive professional practiceHardy, Ian and Edwards-Groves, Christine (2016). Historicising teachers’ learning: a case study of productive professional practice. Teachers and Teaching: Theory and Practice, 22 (5), 538-552. doi: 10.1080/13540602.2016.1158463 |
|
2016 Journal Article The ‘doublethink’ of data: educational performativity and the field of schooling practicesHardy, Ian and Lewis, Steven (2016). The ‘doublethink’ of data: educational performativity and the field of schooling practices. British Journal of Sociology of Education, 38 (5), 671-685. doi: 10.1080/01425692.2016.1150155 |
