Datafying the teaching ‘profession’: remaking the professional teacher in the image of data
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1441373
Nurturing learning or encouraging dependency? Teacher constructions of students in lower attainment groups in English secondary schools
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1441372
The politics of student voice: unravelling the multiple discourses articulated in schools
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1444144
The role of pupil voice as a trigger for teacher learning in Lesson Study professional groups
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1556606
Design as a social practice: the experience of new-build schools
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1503643
Character education and the ‘priority of recognition’
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1590529
Contributions from the person-centred experiential approach to the field of social pedagogy
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1488946
The role of family literacy classes in demystifying school literacies and developing closer parent–school relations
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1461809
Challenging moments of novice teachers: survival strategies developed through experiences
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1476465
Examining the well-being and creativity of schoolchildren in France
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1536197
Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1442416
Building strong parent–teacher relationships in primary education: the challenge of two-way communication
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1566442
The art of home education: an investigation into the impact of context on arts teaching and learning in home education
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1609416
Social justice, race and class in education in England: competing perspectives
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1524848
International doctoral students’ experience of supervision: a case study in a Chinese university
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1518405
Changing attitudes to cultural difference: perceptions of Muslim families in English schools
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1427217
A Butlerian perspective on inclusion: the importance of embodied ethics, recognition and relationality in inclusive education
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1607823
Using emotion regulation to cope with challenges: a study of Chinese students in the United Kingdom
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1472744
Chinese students studying in American high schools: international sojourning as a pathway to global citizenship
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1571560
Compensating or reproducing? Students from different educational tracks and the role of school in experiencing democratic citizenship
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1529738
The significance of a process evaluation in interpreting the validity of an RCT evaluation of a complex teaching intervention: the case of Integrated Group Reading (IGR) as a targeted intervention for delayed Year 2 and 3 pupils
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1438365
Time for university educators to embrace student videography
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1590528
Framing secondary teachers’ perspectives on the inclusion of students with autism spectrum disorder using critical discourse analysis
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1506018
Reflections on peer feedback in disciplinary courses as a tool in pre-service teacher training
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1581134
Likes and loathing in the middle time: how adolescents time–space their figured literacy worlds
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1556607
Narratives of change: the role of storytelling, artefacts and children’s literature in building communities of inquiry that care
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1524001
Governing teachers’ work and learning through data: Australian insights
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1557594
Parental intent for children to study abroad: the role of educational aspiration and children’s characteristics
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1618244
Island voices: choice, equity and opportunity in Jersey schools
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1604626
Private schools for free? Parents’ reasons for choosing a new Free School for their child
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1571561
Non-formal education, personhood and the corrosive power of neoliberalism
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1552658
Enhancement and constraint: student-mothers’ experiences of higher vocational education, emotion and time
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1483483
Recycled teacher memories and upcycled teacher memories: categorising pre-service teachers’ recollections of past teachers
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1581136
Navigating intercultural language teaching in New Zealand classrooms
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1581137
Making us proud: young children engaging with schooled literacy discourses
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1580348
The ‘schools revolution’ in England: a configurational comparative analysis of academisation across local authorities
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1581135
Identification with early primary school mathematics: a home–school activity theory conceptualisation and methodology
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1533523
Is there a place for forgiveness and discomforting pedagogies in the foreign language classroom in higher education?
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1566441
Becoming teacher leaders in Israel: a meaning-making model
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2018.1533524
An emotional journey: pursuing a bachelor’s degree for rural students in four elite universities in Shanghai, PRC
来源期刊：Cambridge Journal of EducationDOI：10.1080/0305764X.2019.1592114
