| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Abigail Hackett, Lisa Procter and Julie Seymour (eds), Children’s spatialities: Embodiment, emotion and agency
|
Bird, Talitha
|
|
2016
|
|
3 |
p. 266-267
|
artikel
|
| 2 |
Academisation: Who now holds the key to the secret garden?
|
Shah, Qasir
|
|
2018
|
|
3 |
p. 215-232
|
artikel
|
| 3 |
A Critical Discourse Analysis of the Let Our Kids Be Kids protest
|
Sibley-White, Angela
|
|
2019
|
|
3 |
p. 327-345
|
artikel
|
| 4 |
Antonia Kupfer (ed.), Power and education: Contexts of oppression and opportunity
|
Satterthwaite, Jerome
|
|
2016
|
|
3 |
p. 268-269
|
artikel
|
| 5 |
Autism, the Social Thinking Curriculum, and moral courage
|
Richman, Kenneth A
|
|
2015
|
|
3 |
p. 355-360
|
artikel
|
| 6 |
Discourse and power: Implementation of a funds of knowledge curriculum
|
Reinhardt, Kimberly S
|
|
2018
|
|
3 |
p. 288-300
|
artikel
|
| 7 |
Early childhood education and early childhood development: Do the differences matter?
|
Sims, Margaret
|
|
2018
|
|
3 |
p. 275-287
|
artikel
|
| 8 |
Elizabeth M Lee and Chaise LaDousa (eds), College students’ experiences of power and marginality: Sharing spaces and negotiating differences
|
Reilly, Lisa Maria
|
|
2016
|
|
3 |
p. 270-272
|
artikel
|
| 9 |
Gender difference of school constituents and their rating of the performance dimensions of high-performing principals
|
Hutton, Disraeli M
|
|
2016
|
|
3 |
p. 237-250
|
artikel
|
| 10 |
Go into school, get a cushy job, move to a better area: Male primary school teachers and neoliberal regimes of value
|
Pulsford, Mark
|
|
2019
|
|
3 |
p. 346-363
|
artikel
|
| 11 |
Help (not) wanted: Neo-liberal discourses of leadership against community knowledge and control in comparative context
|
Lesnick, Alice
|
|
2018
|
|
3 |
p. 250-263
|
artikel
|
| 12 |
Heterotopic affinity spaces
|
Barden, Owen
|
|
2016
|
|
3 |
p. 222-236
|
artikel
|
| 13 |
How neoliberal policy inhibits partnership-building in the primary phase: A new social movements approach
|
Jopling, Michael
|
|
2019
|
|
3 |
p. 252-267
|
artikel
|
| 14 |
Kevin K Kumashiro, Against common sense: Teaching and learning toward social justice
|
Reilly, Lisa Maria
|
|
2015
|
|
3 |
p. 372-374
|
artikel
|
| 15 |
Knowing when to step forward, back, or out: An autoethnography of a white researcher in two post-colonial educational contexts
|
Wyatt, Tasha R
|
|
2018
|
|
3 |
p. 301-314
|
artikel
|
| 16 |
Leslie B Nissen, Curriculum and the life erratic: The geographic cure
|
Procter, Dr. Lisa
|
|
2015
|
|
3 |
p. 367-369
|
artikel
|
| 17 |
Local authority instrumental music tuition as a form of neo-liberal parental investment: Findings from a deviant, idiographic case study
|
Purves, Ross M
|
|
2019
|
|
3 |
p. 268-290
|
artikel
|
| 18 |
Making little neo-liberals: The production of ideal child/learner subjectivities in primary school through choice, self-improvement and ‘growth mindsets’
|
Bradbury, Alice
|
|
2019
|
|
3 |
p. 309-326
|
artikel
|
| 19 |
Michalis Kontopodis, Neoliberalism, pedagogy and human development: Exploring time, mediation and collectivity in contemporary schools
|
Connolly, Matthew
|
|
2015
|
|
3 |
p. 370-371
|
artikel
|
| 20 |
Muslim students’ experiences and perspectives on current teaching practices in Canadian schools
|
Amjad, Afshan
|
|
2018
|
|
3 |
p. 315-332
|
artikel
|
| 21 |
Neoliberalism and primary education: Impacts of neoliberal policy on the lived experiences of primary school communities
|
Hall, Richard
|
|
2019
|
|
3 |
p. 241-251
|
artikel
|
| 22 |
Paul Miller, Exploring school leadership in England and the Caribbean: New insights from a comparative approach
|
Bristol, Laurette
|
|
2017
|
|
3 |
p. 213-215
|
artikel
|
| 23 |
Paulo Freire, Pedagogy of commitment
|
Satterthwaite, Jerome
|
|
2015
|
|
3 |
p. 361-363
|
artikel
|
| 24 |
Power, influence, and policy in Arizona’s education market: “We’ve got to out-charter the charters”
|
Potterton, Amanda U
|
|
2019
|
|
3 |
p. 291-308
|
artikel
|
| 25 |
Sally Tomlinson, The politics of race, class and special education: The selected works of Sally Tomlinson
|
Graham, Linda J
|
|
2015
|
|
3 |
p. 364-366
|
artikel
|
| 26 |
Sharing the classroom: A professional development opportunity for teachers and social workers
|
Robertson, Anne S
|
|
2017
|
|
3 |
p. 161-176
|
artikel
|
| 27 |
Singing better songs? A life history study of higher education teacher educators working in the English further education sector
|
Kadi-Hanifi, Karima
|
|
2015
|
|
3 |
p. 338-354
|
artikel
|
| 28 |
Teach First organisational discourse: What are Teach First teachers really being trained for?
|
Elliott, Jenny
|
|
2018
|
|
3 |
p. 264-274
|
artikel
|
| 29 |
Telling a different story: The effect of parenting on the academic and professional achievement of 24 British-Ghanaian high flyers
|
Owusu-Kwarteng, Louise
|
|
2015
|
|
3 |
p. 289-305
|
artikel
|
| 30 |
The best and most respected teachers in the world?
|
Punakallio, Ella
|
|
2015
|
|
3 |
p. 306-321
|
artikel
|
| 31 |
The ouroboros of rubrics: A conundrum, a case, and a call
|
Bright, Anita
|
|
2018
|
|
3 |
p. 333-338
|
artikel
|
| 32 |
The power of negative thinking in and for teacher education
|
Clarke, Matthew
|
|
2015
|
|
3 |
p. 257-271
|
artikel
|
| 33 |
The savior and the devil: Media representations of school–non-governmental organization interactions
|
Tamir, Eran
|
|
2018
|
|
3 |
p. 233-249
|
artikel
|
| 34 |
The school as crime scene: Discourses on degrading treatment in Swedish schools
|
Hammarén, Nils
|
|
2015
|
|
3 |
p. 272-288
|
artikel
|
| 35 |
Tim Rudd and Ivor F Goodson (eds), Negotiating neoliberalism: Developing alternative educational visions
|
Winn, Joss
|
|
2017
|
|
3 |
p. 210-212
|
artikel
|
| 36 |
Too much parental cooperation? Parent–teacher cooperation and how it influences professional responsibility among Danish schoolteachers
|
Dahl, Kari Kragh Blume
|
|
2017
|
|
3 |
p. 177-191
|
artikel
|
| 37 |
Understanding issues of control in top-down management pedagogies
|
Wells, Cacey L
|
|
2017
|
|
3 |
p. 192-201
|
artikel
|
| 38 |
Waiting in the wings: Power, narratives of transition, and self-reflexivity
|
Choi, Tat-Heung
|
|
2015
|
|
3 |
p. 322-337
|
artikel
|
| 39 |
When critical stances become scripted: Impediments to resonant dialogue in the education classroom
|
Saul, Roger
|
|
2017
|
|
3 |
p. 202-209
|
artikel
|
| 40 |
‘White sanction’, institutional, group and individual interaction in the promotion and progression of black and minority ethnic academics and teachers in England
|
Miller, Paul
|
|
2016
|
|
3 |
p. 205-221
|
artikel
|
| 41 |
Youth ‘at risk’: A critical discourse analysis of the European Commission’s Radicalisation Awareness Network Collection of approaches and practices used in education
|
Mattsson, Christer
|
|
2016
|
|
3 |
p. 251-265
|
artikel
|
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