2015 Journal Article Contextualizing, orchestrating and learning for leading: The praxis and particularity of educational leadership practicesGrootenboer, Peter and Hardy, Ian (2015). Contextualizing, orchestrating and learning for leading: The praxis and particularity of educational leadership practices. Educational Management Administration & Leadership, 45 (3), 402-418. doi: 10.1177/1741143215595418 |
2015 Journal Article Data, numbers and accountability: The complexity, nature and effects of data use in schoolsHardy, Ian (2015). Data, numbers and accountability: The complexity, nature and effects of data use in schools. British Journal of Educational Studies, 63 (4), 467-486. doi: 10.1080/00071005.2015.1066489 |
2015 Journal Article Cultivating community: detailing school and community engagement under complex conditionsHardy, Ian and Grootenboer, Peter (2015). Cultivating community: detailing school and community engagement under complex conditions. Teaching Education, 27 (1), 21-38. doi: 10.1080/10476210.2015.1034683 |
2015 Journal Article Bildung and educational action research: resources for hope in neoliberal timesHardy, Ian, Salo, Petri and Rönnerman, Karin (2015). Bildung and educational action research: resources for hope in neoliberal times. Educational Action Research, 23 (3), 383-398. doi: 10.1080/09650792.2015.1012175 |
2015 Journal Article 'Raising Reading' in the community: A case study of praxis in practiceGrootenboer, Peter and Hardy, Ian (2015). 'Raising Reading' in the community: A case study of praxis in practice. Educational Practice and Theory, 37 (1), 45-62. doi: 10.7459/ept/37.1.04 |
2015 Journal Article Curriculum reform as contested: An analysis of curriculum policy enactment in Queensland, AustraliaHardy, Ian (2015). Curriculum reform as contested: An analysis of curriculum policy enactment in Queensland, Australia. International Journal of Educational Research, 74, 70-81. doi: 10.1016/j.ijer.2015.09.010 |
2014 Journal Article In support of teachers’ learning: specifying and contextualising teacher inquiry as professional practiceHardy, Ian (2014). In support of teachers’ learning: specifying and contextualising teacher inquiry as professional practice. Asia-Pacific Journal of Teacher Education, 44 (1), 4-19. doi: 10.1080/1359866X.2014.987107 |
2014 Journal Article ‘I’m just a numbers person’: the complexity, nature and effects of the quantification of educationHardy, Ian (2014). ‘I’m just a numbers person’: the complexity, nature and effects of the quantification of education. International Studies in Sociology of Education, 25 (1), 20-37. doi: 10.1080/09620214.2014.972971 |
2014 Journal Article Funding, reputation and targets: the discursive logics of high-stakes testingLewis, Steven and Hardy, Ian (2014). Funding, reputation and targets: the discursive logics of high-stakes testing. Cambridge Journal of Education, 45 (2), 245-264. doi: 10.1080/0305764X.2014.936826 |
2014 Journal Article The power of one? Conditions which challenge managerial professional development practicesHardy, Ian (2014). The power of one? Conditions which challenge managerial professional development practices. Discourse (Abingdon): Studies in the cultural politics of education, 35 (4), 499-512. doi: 10.1080/01596306.2013.871229 |
2014 Journal Article Contesting the recognition of specific learning disabilities in educational policy: intra- and inter-national insightsHardy, Ian and Woodcock, Stuart (2014). Contesting the recognition of specific learning disabilities in educational policy: intra- and inter-national insights. International Journal of Educational Research, 66, 113-124. doi: 10.1016/j.ijer.2014.03.003 |
2014 Journal Article A logic of 'linking learning': leadership practices across schools, subject departments and classroomsMelville, Wayne, Hardy, Ian, Weinburgh, Molly and Bartley, Anthony (2014). A logic of 'linking learning': leadership practices across schools, subject departments and classrooms. Cogent Education, 1 (1) 983587, 983587. doi: 10.1080/2331186X.2014.983587 |
2014 Journal Article Inclusive education policies: discourses of difference, diversity and deficitHardy, Ian and Woodcock, Stuart (2014). Inclusive education policies: discourses of difference, diversity and deficit. International Journal of Inclusive Education, 19 (2), 141-164. doi: 10.1080/13603116.2014.908965 |
2013 Journal Article Competing pressures in practice: teachers' pedagogies and work under complex policy conditionsHardy, Ian (2013). Competing pressures in practice: teachers' pedagogies and work under complex policy conditions. International Journal of Pedagogies and Learning, 8 (3), 206-218. doi: 10.5172/ijpl.2013.8.3.206 |
2013 Journal Article "Well, that was an intellectual dialogue!": how a whole-school focus on improvement shifts the substantive nature of classroom talkEdwards-Groves, Christine and Hardy, Ian (2013). "Well, that was an intellectual dialogue!": how a whole-school focus on improvement shifts the substantive nature of classroom talk. English Teaching: Practice and Critique, 12 (3), 116-136. |
2013 Journal Article Education as a 'risky business': theorising student and teacher learning in complex timesHardy, Ian (2013). Education as a 'risky business': theorising student and teacher learning in complex times. British Journal of Sociology of Education, 36 (3), 375-394. doi: 10.1080/01425692.2013.829746 |
2013 Journal Article Foucault and educational leadership: disciplining the principal, by Richard NiescheHardy, Ian (2013). Foucault and educational leadership: disciplining the principal, by Richard Niesche. Discourse: Studies in the Cultural Politics of Education, 34 (5), 808-810. doi: 10.1080/01596306.2013.841340 |
2013 Journal Article A logic of appropriation: enacting national testing (NAPLAN) in AustraliaHardy, Ian (2013). A logic of appropriation: enacting national testing (NAPLAN) in Australia. Journal of Education Policy, 29 (1), 1-18. doi: 10.1080/02680939.2013.782425 |
2013 Journal Article Testing that counts: Contesting national literacy assessment policy in complex schooling settingsHardy, Ian (2013). Testing that counts: Contesting national literacy assessment policy in complex schooling settings. Australian Journal of Language and Literacy, 36 (2), 67-77. doi: 10.1007/bf03651912 |
2013 Journal Article Contesting continuing professional development: reflections from EnglandHardy, Ian and Melville, Wayne (2013). Contesting continuing professional development: reflections from England. Teachers and Teaching: Theory and Practice, 19 (3), 311-325. doi: 10.1080/13540602.2012.754162 |