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2016 Journal Article Praxis, educational development and the university sector in AustraliaHardy, Ian, Grootenboer, Peter and Bristol, Laurette (2016). Praxis, educational development and the university sector in Australia. International Journal of Qualitative Studies in Education, 29 (7), 925-945. doi: 10.1080/09518398.2016.1174895 |
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2016 Book Chapter Contesting and capitalising on NAPLANHardy, Ian (2016). Contesting and capitalising on NAPLAN. National testing in schools: an Australia assessment. (pp. 98-109) edited by Bob Lingard, Greg Thompson and Sam Sellar. Oxon, United Kingdom: Routledge. doi: 10.4324/9781315659312-8 |
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2016 Journal Article Legitimating and contesting the commodification of schooling: the case of teachers’ learning in QueenslandHardy, Ian Joseph (2016). Legitimating and contesting the commodification of schooling: the case of teachers’ learning in Queensland. British Educational Research Journal, 42 (3), 524-542. doi: 10.1002/berj.3208 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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2014 Book Changing practices, changing educationKemmis, Stephen, Wilkinson, Jane, Edwards-Groves, Christine, Hardy, Ian, Grootenboer, Peter and Bristol, Laurette (2014). Changing practices, changing education. Singapore: Springer. doi: 10.1007/978-981-4560-47-4 |
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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 |
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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. |
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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 |
