Negotiating Historical Presents and Future Potentialities: A Comparative Analysis of Teachers’ and School Leaders’ Work Between Assessment and Inclusion Agendas

Relateret indhold

• Publikationer

• Confronting the disadvantage gap: the challenges to transformative leadership in a high-stakes assessment system

  Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

• Inclusion in Testing Times: Implications for Citizenship and Participation

  Publikation: Bog/antologi/afhandling/rapport › Rapport › Forskning › peer review

• Producing Accountability with Autonomy in Denmark and England: the Analytical Potential of Assemblage Theory with Critical Realism in Comparative Education

  Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

• Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities

  Publikation: Bidrag der ikke har en tekstform › Lyd og/eller billed produktion (digital) › Formidling

• Inklusion i en testskole

  Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

• Educational Assessment and Inclusive Education

  Publikation: Bidrag der ikke har en tekstform › Lyd og/eller billed produktion (digital) › Formidling

• Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities

  Publikation: Bog/antologi/afhandling/rapport › Bog › Forskning › peer review

• Governing education in times of crisis: state interventions and school accountabilities during the COVID-19 pandemic

  Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

• Aktiviteter

• Reimagining or Reinforcing Policies of Inclusion and Assessment? Exploring the Paradoxes of Educational Participation During the COVID-19 Pandemic

  Aktivitet: Foredrag og mundtlige bidrag › Konferenceoplæg

• Locating the inclusive professional: a comparative analysis of the construction of teachers in assessment policies of Argentina, China, Denmark and Israel

  Aktivitet: Foredrag og mundtlige bidrag › Konferenceoplæg

• Educational Assessment and Inclusive Education

  Aktivitet: Deltagelse i faglig begivenhed › Organisering af eller deltagelse i konference

• Organising professionalism in times of crisis: the shifting boundaries of teacher accountability during the COVID-19 pandemic

  Aktivitet: Foredrag og mundtlige bidrag › Konferenceoplæg

• Accountability for Assessment and Inclusion

  Aktivitet: Foredrag og mundtlige bidrag › Konferenceoplæg

• Making and remaking the assessment and inclusion agendas: Policymakers and school leaders in Argentina, Denmark and England

  Aktivitet: Foredrag og mundtlige bidrag › Konferenceoplæg

• Between Hybridity and Inertia: Exploring the effects of state (non)intervention on school accountabilities during the COVID-19 pandemic

  Aktivitet: Foredrag og mundtlige bidrag › Konferenceoplæg

• Producing Accountability with Autonomy: A Comparative Analysis of Quality Assurance and Inspection in the Educational Assemblages of Denmark and England

  Aktivitet: Foredrag og mundtlige bidrag › Konferenceoplæg

• WEBINAR: EDUCATION ACCESS UNDER THE REIGN OF TESTING AND INCLUSION

  Aktivitet: Deltagelse i faglig begivenhed › Organisering af eller deltagelse i konference

• Shaping the "other" through the complexities of socioeconomic diversity: Comparative perspectives within national inclusion and testing policy agendas

  Aktivitet: Foredrag og mundtlige bidrag › Konferenceoplæg

• Levelling up or losing out?: Class, capital and compensation in the English school market

  Aktivitet: Foredrag og mundtlige bidrag › Konferenceoplæg

• Projekter

• Adgangsmuligheder til uddannelse i krydsfeltet mellem test og inklusion

  Projekter: Projekt › Forskning