You are on page 1of 217

Reference Author(s) Year Title

Abrahams, J. (2017).
Honourable mobility or
shameless entitlement?
Habitus and graduate Honourable mobility or
employment. British shameless entitlement?
Journal of Sociology of Abrahams, J. 2017 Habitus and graduate
Education, 38(5), 625– employment.
640. Retrieved from
http://10.0.4.56/014256
92.2015.1131145

Aguado-Odina, T., Mata-


Benito, P., & Gil-Jaurena,
I. (2017). Mobilizing
intercultural education Mobilizing intercultural
for equity and social education for equity and
justice. Time to react Aguado-Odina, T., Mata- social justice. Time to
against the intolerable: Benito, P., & Gil-Jaurena, 2017 react against the
A proposal from Spain. I. intolerable: A proposal
Intercultural Education, from Spain.
28(4), 408–423.
Retrieved from
http://10.0.4.56/146759
86.2017.1333874

Akgunduz, Y. E., &


Plantenga, J. (2014).
Childcare in the
Netherlands: Lessons in
privatisation. European Akgunduz, Y. E., & Childcare in the
Early Childhood 2014 Netherlands: Lessons in
Plantenga, J.
Education Research privatisation.
Journal, 22(3), 379–385.
Retrieved from
http://10.0.4.56/135029
3X.2014.912900
Alegre, M. A., & Ferrer,
G. (2010). School
Regimes and Education
Equity: Some Insights
Based on PISA 2006. School Regimes and
British Educational
Research Journal, 36(3), Alegre, M. A., & Ferrer, Education Equity: Some
2010
G. Insights Based on PISA
433–461. Retrieved from 2006.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ883480&site=ehost
-live

Alexandersson, M., &


Alexandersson, M.
(2011, April).
Equivalence and choice
in combination: the Equivalence and choice
Swedish dilemma. Alexandersson, M., & 2011 in combination: the
Oxford Review of Alexandersson, M. Swedish dilemma.
Education. United
Kingdom. Retrieved
from
http://10.0.4.56/030549
85.2011.559379

Al-Lamki, S. M. (2002).
Higher Education in the
Sultanate of Oman: The
Challenge of Access,
Equity and Privatization.
Journal of Higher Higher Education in the
Education Policy and Sultanate of Oman: The
Management, 24(1), 75– Al-Lamki, S. M. 2002 Challenge of Access,
86. Retrieved from Equity and Privatization.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ650727&site=ehost
-live
Anagnostopoulos, D.,
Lingard, B., & Sellar, S.
(2016). Argumentation
in Educational Policy
Disputes: Competing Argumentation in
Visions of Quality and Educational Policy
Equity. Theory Into Anagnostopoulos, D., 2016 Disputes: Competing
Practice, 55(4), 342– Lingard, B., & Sellar, S. Visions of Quality and
351. Retrieved from Equity.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1115357&site=ehos
t-live

Baker, B. D. (2014).
Evaluating the
Recession’s Impact on
State School Finance
Systems. Education Evaluating the
Policy Analysis Archives, Baker, B. D. Recession’s Impact on
2014
22(91). Retrieved from State School Finance
http://search.ebscohost. Systems.
com/login.aspx?
direct=true&db=eric&A
N=EJ1050118&site=ehos
t-live
Balsera, M. R., Dorsi, D.,
Termes, A., Bonal, X.,
Verger, A., & Gonzalez
Diaz, J. (2016). Private
Actors and the Right to
Education. Compare: A Balsera, M. R., Dorsi, D.,
Journal of Comparative Termes, A., Bonal, X., Private Actors and the
and International A., & Gonzalez 2016
Education, 46(6), 976– Verger, Right to Education.
Diaz, J.
1000. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1116403&site=ehos
t-live

Beach, D. (2017).
Personalisation and the
education commodity: a Personalisation and the
meta-ethnographic education commodity: a
analysis. Ethnography & Beach, D. 2017 meta-ethnographic
Education, 12(2), 148– analysis.
164. Retrieved from
http://10.0.4.56/174578
23.2016.1247738

Beach, D. (2017). Whose


justice is this!
Capitalism, class and
education justice and Whose justice is this!
inclusion in the Nordic Capitalism, class and
countries: race, space education justice and
Beach, D. 2017
and class history. inclusion in the Nordic
Educational Review, countries: race, space
69(5), 620–637. and class history.
Retrieved from
http://10.0.4.56/001319
11.2017.1288609
Berhanu, G. (2011).
Inclusive Education in
Sweden: Responses,
Challenges and
Prospects. International Inclusive Education in
Journal of Special Sweden: Responses,
Education, 26(2), 128– Berhanu, G. 2011 Challenges and
148. Retrieved from Prospects.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ937181&site=ehost
-live

Bhattacharya, B. (2013).
Academy Schools in
England. Childhood
Education, 89(2), 94–98.
Retrieved from Academy Schools in
http://search.ebscohost. Bhattacharya, B. 2013 England.
com/login.aspx?
direct=true&db=eric&A
N=EJ1009855&site=ehos
t-live

Bhuyan, R., Bejan, R., &


Jeyapal, D. (2017). Social
workers’ perspectives on
social justice in social Social workers’
perspectives on social
work education: when justice in social work
mainstreaming social Bhuyan, R., Bejan, R., & 2017 education: when
justice masks structural Jeyapal, D.
inequalities. Social Work mainstreaming social
justice masks structural
Education, 36(4), 373– inequalities.
390. Retrieved from
http://10.0.4.56/026154
79.2017.1298741
Blackmore, J. (2004).
Leading as Emotional
Management Work in
High Risk Times: The
Counterintuitive Leading as Emotional
Impulses of Management Work in
Performativity and High Risk Times: The
Passion. School Blackmore, J. 2004 Counterintuitive
Leadership and Impulses of
Management, 24(4), Performativity and
439–459. Retrieved from Passion.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ681429&site=ehost
-live

Bolick, C. (2008). A
Framework for Choice
Remedy Litigation.
Peabody Journal of
Education, 83(2), 285– A Framework for Choice
296. Retrieved from Bolick, C. 2008 Remedy Litigation.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ792839&site=ehost
-live

Boocock, A. (2015).
Knaves, knights or
networks: which
assumption of lecturer Knaves, knights or
and manager motivation networks: which
should underlie further assumption of lecturer
education policy? Boocock, A. 2015 and manager motivation
Research in Post- should underlie further
Compulsory Education, education policy?
20(2), 173–192.
Retrieved from
http://10.0.4.56/135967
48.2015.1030254
Boocock, A. (2017).
Caveats for the new
localism in further
education – why the use Caveats for the new
of principal–agent localism in further
solutions at the local education – why the use
level will not work. Boocock, A. 2017 of principal–agent
Research in Post- solutions at the local
Compulsory Education, level will not work.
22(2), 289–313.
Retrieved from
http://10.0.4.56/135967
48.2017.1314685

Brighouse, H. (2004).
What’s Wrong with
Privatising Schools?
Journal of Philosophy of
Education, 38(4), 617– What’s Wrong with
631. Retrieved from Brighouse, H. 2004 Privatising Schools?
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ686802&site=ehost
-live

Brighouse, T. (2012).
Decline and Fall: Are
State Schools and
Universities on the Point
of Collapse? FORUM: For
Promoting 3-19 Decline and Fall: Are
Comprehensive State Schools and
Education, 54(1), 45–56. Brighouse, T. 2012 Universities on the Point
Retrieved from of Collapse?
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ969398&site=ehost
-live
Brown, J. (2015). The
flow of higher qualified
new teachers into
challenging UK high The flow of higher
schools. Research qualified new teachers
Brown, J. 2015
Papers in Education, into challenging UK high
30(3), 287–304. schools.
Retrieved from
http://10.0.4.56/026715
22.2014.908409

Bulkley, K. E. (2013).
Conceptions of Equity:
How Influential Actors
View a Contested
Concept. Peabody Conceptions of Equity:
Journal of Education, How Influential Actors
88(1), 10–21. Retrieved Bulkley, K. E. 2013 View a Contested
from Concept.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1012293&site=ehos
t-live

Bunar, N. (2010).
Choosing for Quality or
Inequality: Current
Perspectives on the
Implementation of Choosing for Quality or
School Choice Policy in Inequality: Current
Sweden. Journal of Perspectives on the
Education Policy, 25(1), Bunar, N. 2010 Implementation of
1–18. Retrieved from School Choice Policy in
http://search.ebscohost. Sweden.
com/login.aspx?
direct=true&db=eric&A
N=EJ882823&site=ehost
-live
Cabrito, B. G. (2001).
Higher Education and
Equity in Portugal.
Tertiary Education &
Management (Springer
Science & Business Higher Education and
Media B.V.), 7(1), 23–39. Cabrito, B. G. 2001 Equity in Portugal.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=bri&AN
=18498402&site=ehost-
live

Cahill, K., & Hall, K.


(2014). Choosing
schools: explorations in
post-primary school Choosing schools:
choice in an urban Irish explorations in post-
working class Cahill, K., & Hall, K. 2014 primary school choice in
community. Irish an urban Irish working
Educational Studies, class community.
33(4), 383–397.
Retrieved from
http://10.0.4.56/033233
15.2014.978657

Canen, A., & Grant, N.


(1999). Intercultural
Perspective and
Knowledge for Equity in
the Mercosul Countries: Intercultural Perspective
Limits and Potentials in and Knowledge for
Educational Policies. Equity in the Mercosul
Comparative Education, Canen, A., & Grant, N. 1999 Countries: Limits and
35(3), 319–330. Potentials in Educational
Retrieved from Policies.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ597850&site=ehost
-live
Carrasco, A., Gutiérrez,
G., & Flores, C. (2017).
Failed regulations and
school composition: (2017). Failed
selective admission regulations and school
practices in Chilean Carrasco, A., Gutiérrez, 2017 composition: selective
primary schools. Journal G., & Flores, C. admission practices in
of Education Policy, Chilean primary schools.
32(5), 642–672.
Retrieved from
http://10.0.4.56/026809
39.2017.1312549

Charlton, E., Mills, M.,


Martino, W., & Beckett,
L. (2007). Sacrificial
Girls: A Case Study of
the Impact of Streaming
and Setting on Gender Sacrificial Girls: A Case
Reform. British Charlton, E., Mills, M., Study of the Impact of
Educational Research Martino, W., & Beckett, 2007 Streaming and Setting
Journal, 33(4), 459–478. L. on Gender Reform.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ771185&site=ehost
-live
Chee, C. M., Butt, M. M.,
Wilkins, S., & Ong, F. S.
(2016). Country of Origin
and Country of Service
Delivery Effects in
Transnational Higher Country of Origin and
Education: A Country of Service
Comparison of Delivery Effects in
International Branch Transnational Higher
Campuses from Chee, C. M., Butt, M. M., 2016 Education: A
Developed and Wilkins, S., & Ong, F. S. Comparison of
Developing Nations. International Branch
Journal of Marketing for Campuses from
Higher Education, 26(1), Developed and
86–102. Retrieved from Developing Nations.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1099244&site=ehos
t-live

Chitty, C., & Chitty, C.


(1997, March).
Privatisation and
marketisation. Oxford
Review of Education.
United Kingdom. Privatisation and
Chitty, C., & Chitty, C. 1997
Retrieved from marketisation.
http://search.ebscohost.
com/login.aspx?
direct=true&db=bri&AN
=BEI.96650&site=ehost-
live
Chong, P. W., & Graham,
L. J. (2017). Discourses,
decisions, designs:
“special” education
policy-making in New Discourses, decisions,
South Wales, Scotland, designs: “special”
Finland and Malaysia. Chong, P. W., & Graham, 2017 education policy-making
Compare: A Journal of L. J. in New South Wales,
Comparative & Scotland, Finland and
International Education, Malaysia.
47(4), 598–615.
Retrieved from
http://10.0.4.56/030579
25.2016.1262244

Chong, P. W., & Graham,


L. J. (2017). Discourses,
Decisions, Designs:
“Special” Education
Policy-Making in New
South Wales, Scotland, Discourses, Decisions,
Finland and Malaysia. Designs: “Special”
Compare: A Journal of Chong, P. W., & Graham, Education Policy-Making
Comparative and 2017
International Education, L. J. in New South Wales,
Scotland, Finland and
47(4), 598–615. Malaysia.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1143450&site=ehos
t-live
Chong, S. (2012). The
Hong Kong Policy of
Quality Education for All:
A Multi-Level Analysis of
Its Impacts on Newly
Arrived Children. The Hong Kong Policy of
International Journal of Quality Education for All:
Inclusive Education, Chong, S. 2012 A Multi-Level Analysis of
16(3), 235–247. Its Impacts on Newly
Retrieved from Arrived Children.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ960038&site=ehost
-live

Crossman, B., &


Cameron, R. (2014). A
comparative thematic
review of vocational
leadership literature A comparative thematic
from the USA, Great review of vocational
Crossman, B., &
Britain and Australia. 2014 leadership literature
Cameron, R.
Research in Post- from the USA, Great
Compulsory Education, Britain and Australia.
19(4), 393–416.
Retrieved from
http://10.0.4.56/135967
48.2014.955374
Davies, P., Davies, N. M.,
& Qiu, T. (2017).
Information and choice
of A-level subjects: A Information and choice
cluster randomised of A-level subjects: A
controlled trial with Davies, P., Davies, N. M., 2017 cluster randomised
linked administrative & Qiu, T. controlled trial with
data. British Educational linked administrative
Research Journal, 43(4), data.
647–670. Retrieved from
http://10.0.3.234/berj.3
289

DeJaeghere, J. G., &


DeJaeghere, J. (2013,
November). Education,
skills and citizenship: an Education, skills and
emergent model for citizenship: an emergent
entrepreneurship in DeJaeghere, J. G., & 2013 model for
Tanzania. Comparative DeJaeghere, J. entrepreneurship in
Education. United Tanzania.
Kingdom. Retrieved
from
http://10.0.4.56/030500
68.2013.798514

Doherty, R. A. (2007).
Education, Neoliberalism
and the Consumer
Citizen: After the Golden
Age of Egalitarian Education, Neoliberalism
Reform. Critical Studies and the Consumer
in Education, 48(2), 269– Doherty, R. A. 2007 Citizen: After the Golden
288. Retrieved from Age of Egalitarian
http://search.ebscohost. Reform.
com/login.aspx?
direct=true&db=eric&A
N=EJ814793&site=ehost
-live
Doughty, H. A. (2010).
Academic Freedom
Revisited. College
Quarterly, 13(1).
Retrieved from Academic Freedom
http://search.ebscohost. Doughty, H. A. 2010 Revisited.
com/login.aspx?
direct=true&db=eric&A
N=EJ912099&site=ehost
-live

Dumay, X., & Dupriez, V.


(2014). Educational
quasi-markets, school Educational quasi-
effectiveness and social
markets, school
inequalities. Journal of Dumay, X., & Dupriez, V. 2014 effectiveness and social
Education Policy, 29(4), inequalities.
510–531. Retrieved from
http://10.0.4.56/026809
39.2013.850536

Enguita, M. F. (2004).
School and Ethnicity:
The Case of Gypsies.
Pedagogy, Culture and
Society, 12(2), 201–216. School and Ethnicity:
Retrieved from Enguita, M. F. 2004 The Case of Gypsies.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ940220&site=ehost
-live
Fallon, G., & Poole, W.
(2014). The emergence
of a market-driven
funding mechanism in K- The emergence of a
12 education in British market-driven funding
Columbia: creeping mechanism in K-12
privatization and the Fallon, G., & Poole, W. 2014 education in British
eclipse of equity. Journal Columbia: creeping
of Education Policy, privatization and the
29(3), 302–322. eclipse of equity.
Retrieved from
http://10.0.4.56/026809
39.2013.820354

Fasching-Varner, K. J.,
Mitchell, R. W., Martin,
L. L., & Bennett-Haron,
K. P. (2014). Beyond
School-to-Prison
Pipeline and toward an
Educational and Penal Fasching-Varner, K. J., Beyond School-to-Prison
Realism. Equity & Mitchell, R. W., Martin, Pipeline and toward an
Excellence in Education, L. L., & Bennett-Haron, 2014 Educational and Penal
47(4), 410–429. K. P. Realism.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1045729&site=ehos
t-live
Fife, B. L. (2016).
Renewing the American
Commitment to the
Common School
Philosophy: School Renewing the American
Choice in the Early Commitment to the
Twenty-First Century. Common School
Global Education Fife, B. L. 2016 Philosophy: School
Review, 3(2), 4–22. Choice in the Early
Retrieved from Twenty-First Century.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1098831&site=ehos
t-live

Fisher, D., Rubenson, K.,


Jones, G., & Shanahan,
T. (2009). The Political
Economy of Post-
Secondary Education: A
Comparison of British
Columbia, Ontario and The Political Economy of
Quebec. Higher Post-Secondary
Education: The Fisher, D., Rubenson, K., Education: A
International Journal of Jones, G., & Shanahan, 2009 Comparison of British
Higher Education and T. Columbia, Ontario and
Educational Planning, Quebec.
57(5), 549–566.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ835349&site=ehost
-live
Gause, C. P., Dennison,
S., & Perrin, D. H. (2010).
Equity, Inclusiveness,
and Diversifying the
Faculty: Transforming Equity, Inclusiveness,
the University in the and Diversifying the
21st Century. Quest, Gause, C. P., Dennison, 2010 Faculty: Transforming
62(1), 61–75. Retrieved S., & Perrin, D. H. the University in the
from 21st Century.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ888488&site=ehost
-live

Gerrard, J., Savage, G. C.,


& O’Connor, K. (2017).
Searching for the Public:
School Funding and
Shifting Meanings of
“The Public” in Searching for the Public:
Australian Education. School Funding and
Gerrard, J., Savage, G. C., 2017
Journal of Education Shifting Meanings of
Policy, 32(4), 503–519. & O’Connor, K. “The Public” in
Retrieved from Australian Education.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1134994&site=ehos
t-live
Gillborn, D. (1997).
Ethnicity and
Educational
Performance in the
United Kingdom:
Racism, Ethnicity, and Ethnicity and
Variability in Educational
Achievement. Performance in the
Anthropology & Gillborn, D. 1997 United Kingdom:
Education Quarterly, Racism, Ethnicity, and
28(3), 375–393. Variability in
Retrieved from Achievement.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ576638&site=ehost
-live

Godwin, K., Kemerer, F.,


Martinez, V., &
Ruderman, R. (1998).
Liberal Equity in
Education: A
Comparison of Choice Godwin, K., Kemerer, F., Liberal Equity in
Options. Social Science Martinez, V., & Education: A
1998
Quarterly, 79(3), 502– Ruderman, R. Comparison of Choice
522. Retrieved from Options.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ602485&site=ehost
-live
Godwin, K., Kemerer, F.,
Ruderman, R., &
Martinez, V. (1998).
Equity, Diversity, and
Tolerance in Education.
Social Science Quarterly, Godwin, K., Kemerer, F., Equity, Diversity, and
79(3), 548–553. Ruderman, R., & 1998 Tolerance in Education.
Retrieved from Martinez, V.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ602489&site=ehost
-live

Gomolla, M. (2006).
Tackling
Underachievement of
Learners from Ethnic
Minorities: A Tackling
Comparison of Recent Underachievement of
Policies of School Learners from Ethnic
Improvement in Minorities: A
Germany, England and Gomolla, M. 2006 Comparison of Recent
Switzerland. Current Policies of School
Issues in Comparative Improvement in
Education, 9(1), 46–59. Germany, England and
Retrieved from Switzerland.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ847395&site=ehost
-live
Gooden, M. A., Jabbar,
H., & Torres Jr., M. S.
(2016). Race and School
Vouchers: Legal,
Historical, and Political
Contexts. Peabody Race and School
Journal of Education, Gooden, M. A., Jabbar, Vouchers: Legal,
2016
91(4), 522–536. H., & Torres Jr., M. S. Historical, and Political
Retrieved from Contexts.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1113047&site=ehos
t-live

Goodman, R. T. (2010).
Love My Rifle: What
Schoolgirls Need and
How the Army Can Give
It to Them. Review of Love My Rifle: What
Education, Pedagogy & Schoolgirls Need and
Cultural Studies, 32(3), Goodman, R. T. 2010 How the Army Can Give
238–262. Retrieved from It to Them.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ893381&site=ehost
-live
Gulson, K. N., & Webb, P.
T. (2012). Education
Policy Racialisations:
Afrocentric Schools,
Islamic Schools, and the Education Policy
New Enunciations of Racialisations:
Equity. Journal of Gulson, K. N., & Webb, P. 2012 Afrocentric Schools,
Education Policy, 27(6), T. Islamic Schools, and the
697–709. Retrieved from New Enunciations of
http://search.ebscohost. Equity.
com/login.aspx?
direct=true&db=eric&A
N=EJ993433&site=ehost
-live

Haas, C., & Van De


Werfhorst, H. (2017).
Ahead of the pack?
Explaining the unequal
distribution of Ahead of the pack?
scholarships in Germany. Haas, C., & Van De Explaining the unequal
2017
British Journal of Werfhorst, H. distribution of
Sociology of Education, scholarships in Germany.
38(5), 705–720.
Retrieved from
http://10.0.4.56/014256
92.2016.1158637

Haasler, S. R., &


Gottschall, K. (2015).
Still a perfect model?
The gender impact of Still a perfect model?
vocational training in Haasler, S. R., & The gender impact of
Germany. Journal of 2015
Vocational Education & Gottschall, K. vocational training in
Germany.
Training, 67(1), 78–92.
Retrieved from
http://10.0.4.56/136368
20.2014.922118
Hatcher, R. (2011). The
Conservative-Liberal
Democrat Coalition
Government’s “Free
Schools” in England. The Conservative-Liberal
Educational Review, Democrat Coalition
63(4), 485–503. Hatcher, R. 2011 Government’s “Free
Retrieved from Schools” in England.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ952684&site=ehost
-live

HEILBRONN, R. (2016).
Freedoms and Perils:
Academy Schools in
England. Journal of Freedoms and Perils:
Philosophy of Education, HEILBRONN, R. 2016 Academy Schools in
50(3), 306–318. England.
Retrieved from
http://10.0.4.87/1467-
9752.12188

Henry, M. (2001).
Globalisation and the
Politics of
Accountability: Issues
and Dilemmas for Globalisation and the
Gender Equity in Politics of
Education. Gender and Henry, M. Accountability: Issues
2001
Education, 13(1), 87– and Dilemmas for
100. Retrieved from Gender Equity in
http://search.ebscohost. Education.
com/login.aspx?
direct=true&db=eric&A
N=EJ622416&site=ehost
-live
Herman, C., & Herman,
C. (2011, February).
Elusive equity in
doctoral education in Elusive equity in
South Africa. Journal of Herman, C., & Herman, 2011 doctoral education in
Education & Work. C. South Africa.
United Kingdom.
Retrieved from
http://10.0.4.56/136390
80.2010.534773

Holmes, M. (2009).
Education and the
Market: A Response to
“Imagined Evidence and
False Imperatives.” Education and the
Journal of School Choice, Market: A Response to
3(2), 182–193. Retrieved Holmes, M. 2009 “Imagined Evidence and
from False Imperatives.”
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ856108&site=ehost
-live

Holmwood, J. (2014).
From social rights to the
market: neoliberalism
and the knowledge From social rights to the
economy. International Holmwood, J. 2014 market: neoliberalism
Journal of Lifelong and the knowledge
Education, 33(1), 62–76. economy.
Retrieved from
http://10.0.4.56/026013
70.2013.873213
Høst, H., Seland, I., &
Skålholt, A. (2015).
Gender Policies Meet
VET Practices--The Case
of Health and Social
Care in Norway. Journal Gender Policies Meet
of Vocational Education Høst, H., Seland, I., & VET Practices--The Case
2015
and Training, 67(1), Skålholt, A. of Health and Social
109–126. Retrieved from Care in Norway.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1049549&site=ehos
t-live

Houck, E. A. (2011).
Intradistrict Resource
Allocation: Key Findings
and Policy Implications.
Education and Urban Intradistrict Resource
Society, 43(3), 271–295. Houck, E. A. 2011 Allocation: Key Findings
Retrieved from and Policy Implications.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ920634&site=ehost
-live
Hu, B. Y., Zhou, Y., Li, K.,
& Roberts, S. K. (2014).
Examining Program
Quality Disparities
between Urban and
Rural Kindergartens in Examining Program
China: Evidence from Quality Disparities
Zhejiang. Journal of Hu, B. Y., Zhou, Y., Li, K., 2014 between Urban and
Research in Childhood & Roberts, S. K. Rural Kindergartens in
Education, 28(4), 461– China: Evidence from
483. Retrieved from Zhejiang.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1041026&site=ehos
t-live

Hursh, D. (2011).
Explaining Obama: The
Continuation of Free
Market Policies in
Education and the Explaining Obama: The
Economy. Journal of Continuation of Free
Inquiry and Action in
Education, 4(1), 31–47. Hursh, D. 2011 Market Policies in
Education and the
Retrieved from Economy.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1134701&site=ehos
t-live
Imsen, G., Blossing, U.,
& Moos, L. (2017).
Reshaping the Nordic
education model in an Reshaping the Nordic
era of efficiency. education model in an
Changes in the era of efficiency.
comprehensive school Changes in the
project in Denmark, Imsen, G., Blossing, U., 2017 comprehensive school
Norway, and Sweden & Moos, L. project in Denmark,
since the millennium. Norway, and Sweden
Scandinavian Journal of since the millennium.
Educational Research, Scandinavian
61(5), 568–583.
Retrieved from
http://10.0.4.56/003138
31.2016.1172502

Jones, S., Mann, A., &


Morris, K. (2016). The
“Employer Engagement
Cycle” in Secondary The “Employer
Education: analysing the Engagement Cycle” in
testimonies of young Jones, S., Mann, A., & Secondary Education:
2016
British adults. Journal of Morris, K. analysing the
Education & Work, testimonies of young
29(7), 834–856. British adults.
Retrieved from
http://10.0.4.56/136390
80.2015.1074665
Kariya, T., & Kariya, T.
(2011, February).
Credential inflation and
employment in Credential inflation and
“universal” higher employment in
education: enrolment, “universal” higher
expansion and (in)equity Kariya, T., & Kariya, T. 2011 education: enrolment,
via privatisation in expansion and (in)equity
Japan. Journal of via privatisation in
Education & Work. Japan.
United Kingdom.
Retrieved from
http://10.0.4.56/136390
80.2010.534444

Kearney, C. P., & Arnold,


M. L. (1994). Market
Driven Schools and
Educational Choices.
Theory into Practice,
33(2), 112–117. Kearney, C. P., & Arnold, 1994 Market Driven Schools
Retrieved from M. L. and Educational Choices.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ490231&site=ehost
-live
Keddie, A. (2016).
Maintaining the Integrity
of Public Education: A
Comparative Analysis of
School Autonomy in the Maintaining the Integrity
United States and of Public Education: A
Australia. Comparative Keddie, A. Comparative Analysis of
2016
Education Review, 60(2), School Autonomy in the
249–270. Retrieved from United States and
http://search.ebscohost. Australia.
com/login.aspx?
direct=true&db=eric&A
N=EJ1098195&site=ehos
t-live

Keep, E., & Mayhew, K.


(2014). Inequality –
“wicked problems”, Inequality – “wicked
labour market outcomes problems”, labour
and the search for silver Keep, E., & Mayhew, K. 2014 market outcomes and
bullets. Oxford Review of the search for silver
Education, 40(6), 764– bullets.
781. Retrieved from
http://10.0.4.56/030549
85.2014.979580
Keown, P. A., &
McPherson, D. G.
(2004). Emerging
Models of Pre-Service
Teacher Education in
New Zealand.
International Research Emerging Models of Pre-
in Geographical and Keown, P. A., & Service Teacher
2004
Environmental McPherson, D. G. Education in New
Education, 13(2), 164– Zealand.
170. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ841090&site=ehost
-live

Kopnina, H., & Cherniak,


B. (2016). Neoliberalism
and justice in education
for sustainable Neoliberalism and
development: a call for Kopnina, H., & Cherniak, justice in education for
inclusive pluralism. 2016 sustainable
Environmental Education B. development: a call for
Research, 22(6), 827– inclusive pluralism.
841. Retrieved from
http://10.0.4.56/135046
22.2016.1149550
Kruss, G., & Wildschut,
A. (2016). How does
social inequality
continue to influence How does social
young people’s inequality continue to
trajectories through the influence young people’s
apprenticeship pathway Kruss, G., & Wildschut, 2016 trajectories through the
system in South Africa? A. apprenticeship pathway
An analytical approach. system in South Africa?
Journal of Education & An analytical approach.
Work, 29(7), 857–876.
Retrieved from
http://10.0.4.56/136390
80.2015.1076157

Lahelma, E. (2014).
Troubling discourses on
gender and education.
Educational Research, Lahelma, E. Troubling discourses on
2014
56(2), 171–183. gender and education.
Retrieved from
http://10.0.4.56/001318
81.2014.898913

Lang, D. (2015). Clark’s


Triangle and Fiscal
Incentives: Implications
for Colleges’. College Clark’s Triangle and
Quarterly, 18(3). Fiscal Incentives:
Retrieved from Lang, D. 2015 Implications for
http://search.ebscohost. Colleges’.
com/login.aspx?
direct=true&db=eric&A
N=EJ1087344&site=ehos
t-live
Lee, J., & Jang, Y. J.
(2017). Equal access to
early childhood
education in South Equal access to early
Korea using the childhood education in
Geographic Information Lee, J., & Jang, Y. J. 2017 South Korea using the
System. International Geographic Information
Journal of Early Years System.
Education, 25(2), 171–
189. Retrieved from
http://10.0.4.56/096697
60.2017.1287559

Levin, H. M., Cornelisz,


I., & Hanisch-Cerda, B.
(2013). Does Educational
Privatisation Promote
Social Justice? Oxford
Review of Education, Does Educational
Levin, H. M., Cornelisz,
39(4), 514–532. 2013 Privatisation Promote
I., & Hanisch-Cerda, B.
Retrieved from Social Justice?
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1023330&site=ehos
t-live

Leyton, D., & Rojas, M. T.


(2017). Middle-class
mothers’ passionate
attachment to school Middle-class mothers’
choice: abject objects, passionate attachment
cruel optimism and to school choice: abject
Leyton, D., & Rojas, M. T. 2017
affective exploitation. objects, cruel optimism
Gender & Education, and affective
29(5), 558–576. exploitation.
Retrieved from
http://10.0.4.56/095402
53.2017.1324130
Lingard, B., Mills, M., &
Weaver-Hightower, M. B.
(2012). Interrogating
Recuperative
Masculinity Politics in
Schooling. International Interrogating
Journal of Inclusive Lingard, B., Mills, M., & Recuperative
Education, 16(4), 407– Weaver-Hightower, M. B. 2012 Masculinity Politics in
421. Retrieved from Schooling.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ960572&site=ehost
-live

Lloyd, E., & Penn, H.


(2014). Childcare
markets in an age of
austerity. European Early Childcare markets in an
Childhood Education Lloyd, E., & Penn, H. 2014 age of austerity.
Research Journal, 22(3), European Early
386–396. Retrieved from
http://10.0.4.56/135029
3X.2014.912901

Lubienski, C. (2005).
School Choice as a Civil
Right: District Responses
to Competition and
Equal Educational School Choice as a Civil
Opportunity. Equity & Right: District Responses
Excellence in Education, Lubienski, C. 2005 to Competition and
38(4), 331–341. Equal Educational
Retrieved from Opportunity.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ722031&site=ehost
-live
Lubienski, C., &
Lubienski, C. (2013,
August). Privatising form
or function? Equity, Privatising form or
outcomes and influence function? Equity,
in American charter Lubienski, C., & 2013 outcomes and influence
schools. Oxford Review Lubienski, C. in American charter
of Education. United schools.
Kingdom. Retrieved
from
http://10.0.4.56/030549
85.2013.821853

Lupton, R. (2011). “No


Change There Then!”
(? ): The Onward March
of School Markets and
Competition. Journal of “No Change There
Educational Then!” (? ): The Onward
Administration and
History, 43(4), 309–323. Lupton, R. 2011 March of School
Markets and
Retrieved from Competition.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ949177&site=ehost
-live

Mansfield, K. C. (2013).
The Growth of Single-
Sex Schools: Federal
Policy Meets Local
Needs and Interests. The Growth of Single-
Education Policy Analysis Sex Schools: Federal
Archives, 21(87). Mansfield, K. C. 2013 Policy Meets Local
Retrieved from Needs and Interests.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1018889&site=ehos
t-live
Matear, A. (2006).
Barriers to Equitable
Access: Higher
Education Policy and
Practice in Chile Since Barriers to Equitable
1990. Higher Education Access: Higher
Policy, 19(1), 31–49. Matear, A. 2006 Education Policy and
Retrieved from Practice in Chile Since
http://search.ebscohost. 1990.
com/login.aspx?
direct=true&db=eric&A
N=EJ729590&site=ehost
-live

McCaig, C., & McCaig, C.


(2011, February).
Trajectories of higher
education system Trajectories of higher
differentiation: education system
structural policy-making differentiation:
and the impact of
tuition fees in England McCaig, C., & McCaig, C. 2011 structural policy-making
and the impact of
and Australia. Journal of tuition fees in England
Education & Work. and Australia.
United Kingdom.
Retrieved from
http://10.0.4.56/136390
80.2010.534772

McDermott, K. A.
(2000). Questioning
Vouchers. Equity &
Excellence in Education,
33(2), 13–15. Retrieved
from McDermott, K. A. 2000 Questioning Vouchers.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ614019&site=ehost
-live
Merrifield, J. (2011). An
Education Freedom
Index: Why, Key
Determinants,
Component Weights, An Education Freedom
and Trade-Offs. Journal Index: Why, Key
of School Choice, 5(3), Merrifield, J. 2011 Determinants,
319–349. Retrieved from Component Weights,
http://search.ebscohost. and Trade-Offs.
com/login.aspx?
direct=true&db=eric&A
N=EJ946984&site=ehost
-live

Mims-Word, M. (2012).
The Importance of
Technology Usage in the
Classroom, Does Gender
Gaps Exist.
Contemporary Issues in The Importance of
Education Research, Technology Usage in the
5(4), 271–278. Retrieved Mims-Word, M. 2012 Classroom, Does Gender
from Gaps Exist.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1073134&site=ehos
t-live
Moodley, V. R.,
Loughman, J., & Naidoo,
K. S. (2015). Recruitment
and Selection Strategies
in Optometric Education Recruitment and
towards Addressing Selection Strategies in
Human Resource Moodley, V. R., Optometric Education
Disparities in Sub- Loughman, J., & Naidoo, 2015 towards Addressing
Saharan Africa. Africa
Education Review, 12(3), K. S. Human Resource
Disparities in Sub-
429–446. Retrieved from Saharan Africa.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1107274&site=ehos
t-live

Moon, S. (2017).
Donghak (Eastern
Learning), Self-
cultivation, and Social Donghak (Eastern
Transformation: Towards Learning), Self-
diverse curriculum cultivation, and Social
discourses on equity and Moon, S. 2017 Transformation: Towards
justice. Educational diverse curriculum
Philosophy & Theory, discourses on equity and
49(12), 1146–1160. justice. Educational
Retrieved from
http://10.0.4.56/001318
57.2016.1216386

Morley, L. (2016).
Troubling intra-actions:
gender, neo-liberalism
and research in the Troubling intra-actions:
global academy. Journal Morley, L. gender, neo-liberalism
2016
of Education Policy, and research in the
31(1), 28–45. Retrieved global academy.
from
http://10.0.4.56/026809
39.2015.1062919
Morsy, L., Gulson, K., &
Clarke, M. (2014).
Democracy, “Sector-
Blindness” and the
Delegitimation of
Dissent in Neoliberal Democracy, “Sector-
Education Policy: A Blindness” and the
Response to “Discourse” Delegitimation of
34(2), May 2013. Morsy, L., Gulson, K., & 2014 Dissent in Neoliberal
Discourse: Studies in the Clarke, M. Education Policy: A
Cultural Politics of Response to “Discourse”
Education, 35(3), 444– 34(2), May 2013.
461. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1025954&site=ehos
t-live

Murtadha, K. (2009).
Notes from the
(Battle)field for Equity in
Education. Leadership
and Policy in Schools, Notes from the
8(3), 342–354. Retrieved Murtadha, K. 2009 (Battle)field for Equity in
from Education.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ856586&site=ehost
-live

Ndimande, B. S. (2016).
School Choice and
Inequalities in Post-
Apartheid South Africa.
Global Education School Choice and
Review, 3(2), 33–49. Ndimande, B. S. 2016 Inequalities in Post-
Retrieved from Apartheid South Africa.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1098689&site=ehos
t-live
Odora Hoppers, C. A.
(2013). Community
engagement,
globalisation, and Community
restorative action: engagement,
Approaching systems globalisation, and
and research in the Odora Hoppers, C. A. 2013 restorative action:
universities. Journal of Approaching systems
Adult & Continuing and research in the
Education, 19(2), 94– universities.
102. Retrieved from
http://10.0.28.59/JACE.1
9.2.7

Osei-Kofi, N., Torres, L.


E., & Lui, J. (2013).
Practices of Whiteness:
Racialization in College
Admissions Viewbooks.
Race, Ethnicity and Practices of Whiteness:
Education, 16(3), 386– Osei-Kofi, N., Torres, L. 2013 Racialization in College
E., & Lui, J.
405. Retrieved from Admissions Viewbooks.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1012195&site=ehos
t-live
Paleocrassas, S.,
Rousseas, P., & Vretakou,
V. (2003). School-to-
Work Transition
Performance of “Male”,
“Female” and “Neutral” School-to-Work
Vocational Streams: A Transition Performance
Gender Balance Sheet of “Male”, “Female” and
for Vocational Education Paleocrassas, S., “Neutral” Vocational
Graduates in Greece. Rousseas, P., & Vretakou, 2003 Streams: A Gender
Journal of Vocational V. Balance Sheet for
Education and Training, Vocational Education
55(2), 209–221. Graduates in Greece.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ770839&site=ehost
-live

Panda, S. (2005). Higher


Education at a Distance
and National
Development:
Reflections on the Higher Education at a
Indian Experience. Distance and National
Distance Education, Panda, S. 2005 Development:
26(2), 205–225. Reflections on the
Retrieved from Indian Experience.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ691080&site=ehost
-live
Peters, S., & Oliver, L. A.
(2009). Achieving
Quality and Equity
through Inclusive
Education in an Era of
High-Stakes Testing. Achieving Quality and
Prospects: Quarterly Equity through Inclusive
Review of Comparative Peters, S., & Oliver, L. A. 2009 Education in an Era of
Education, 39(3), 265– High-Stakes Testing.
279. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ865069&site=ehost
-live

Phelps, L. A., Durham, J.,


& Wills, J. (2011).
Education Alignment
and Accountability in an
Era of Convergence: Education Alignment
Policy Insights from and Accountability in an
States with Individual Era of Convergence:
Learning Plans and Phelps, L. A., Durham, J., 2011 Policy Insights from
Policies. Education Policy & Wills, J. States with Individual
Analysis Archives, Learning Plans and
19(31). Retrieved from Policies.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ956028&site=ehost
-live
Popov, N., Wolhuter, C.,
Almeida, P. A., Hilton, G.,
Ogunleye, J., Chigisheva,
O., & (BCES), B. C. E. S.
(2013). Education in One
World: Perspectives
from Different Nations. Education in One World:
BCES Conference Books, Popov, N., Wolhuter, C., Perspectives from
Volume 11. Bulgarian Almeida, P. A., Hilton, G.,
Comparative Education Ogunleye, J., Chigisheva, 20113 Different Nations. BCES
Conference Books,
Society. Bulgarian O., & (BCES), B. C. E. S. Volume 11.
Comparative Education
Society. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=ED567118&site=ehos
t-live

Ragusa, A. T., &


Bousfield, K. (2017).
“It”s not the test, it’s
how it’s used!’ Critical “It”s not the test, it’s
analysis of public how it’s used!’ Critical
response to NAPLAN
and MySchool Senate Ragusa, A. T., & 2017 analysis of public
Inquiry. British Journal of Bousfield, K. response to NAPLAN
and MySchool Senate
Sociology of Education, Inquiry.
38(3), 265–286.
Retrieved from
http://10.0.4.56/014256
92.2015.1073100
Rassool, N. (2004).
Exploring the
Construction of Social
Class in Educational
Discourse: The Rational Exploring the
Order of the Nation Construction of Social
State versus Global Class in Educational
Uncertainties. Pedagogy, Rassool, N. 2004 Discourse: The Rational
Culture and Society, Order of the Nation
12(1), 121–139. State versus Global
Retrieved from Uncertainties.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ940288&site=ehost
-live

Reay, D., Ball, S. J., &


Ball, D. R. and S. J.
(1997, March). “Spoilt
for choice”: the working
classes and educational
markets. Oxford Review “Spoilt for choice”: the
of Education. United Reay, D., Ball, S. J., & 1997 working classes and
Kingdom. Retrieved Ball, D. R. and S. J. educational markets.
from
http://search.ebscohost.
com/login.aspx?
direct=true&db=bri&AN
=BEI.96647&site=ehost-
live
Reinoso, A. O. (2008).
Middle-Class Families
and School Choice:
Freedom versus Equity
in the Context of a Middle-Class Families
“Local Education and School Choice:
Market.” European Freedom versus Equity
Educational Research Reinoso, A. O. 2008 in the Context of a
Journal, 7(2), 176–194. “Local Education
Retrieved from Market.”
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ795745&site=ehost
-live

Reinoso, A. O., &


Reinoso, A. O. (2008).
Freedom versus equity
in the context of a “local
education market.”
European Educational Freedom versus equity
Research Journal. United Reinoso, A. O., & 2008 in the context of a “local
Kingdom. Retrieved Reinoso, A. O. education market.”
from
http://search.ebscohost.
com/login.aspx?
direct=true&db=bri&AN
=BEI.171731&site=ehost
-live

Robertson, S. L. (2016).
Piketty, capital and
education: a solution to,
or problem in, rising Piketty, capital and
social inequalities? education: a solution to,
British Journal of Robertson, S. L. 2016 or problem in, rising
Sociology of Education, social inequalities?
37(6), 823–835.
Retrieved from
http://10.0.4.56/014256
92.2016.1165086
Rodgers, K. (2014). With
Liberty and Justice for
Some: A Philosophical
Argument in Opposition With Liberty and Justice
to the Small Schools for Some: A
Movement in New York Philosophical Argument
City. Philosophical
Studies in Education, 45, Rodgers, K. 2014 in Opposition to the
Small Schools
125–135. Retrieved from Movement in New York
http://search.ebscohost. City.
com/login.aspx?
direct=true&db=eric&A
N=EJ1043696&site=ehos
t-live

Ron Balsera, M., Dorsi,


D., Termes, A., Bonal, X.,
Verger, A., & Gonzalez
Diaz, J. (2016). Private
actors and the right to Ron Balsera, M., Dorsi,
education. Compare: A D., Termes, A., Bonal, X., 2016 Private actors and the
Journal of Comparative Verger, A., & Gonzalez right to education.
& International Diaz, J.
Education, 46(6), 976–
1000. Retrieved from
http://10.0.4.56/030579
25.2016.1207939

Rowe, E. E., & Lubienski,


C. (2017). Shopping for
schools or shopping for Shopping for schools or
peers: public schools shopping for peers:
and catchment area Rowe, E. E., & Lubienski, 2017 public schools and
segregation. Journal of C. catchment area
Education Policy, 32(3), segregation.
340–356. Retrieved from
http://10.0.4.56/026809
39.2016.1263363
Sahlberg, P. (2007).
Education Policies for
Raising Student
Learning: The Finnish
Approach. Journal of Education Policies for
Education Policy, 22(2), Sahlberg, P. Raising Student
2007
147–171. Retrieved from Learning: The Finnish
http://search.ebscohost. Approach.
com/login.aspx?
direct=true&db=eric&A
N=EJ764480&site=ehost
-live

Saifer, A., & Gaztambide-


Fernández, R. (2017).
Choosing the arts: the
moral regulation of Choosing the arts: the
parents in the moral regulation of
educational Saifer, A., & Gaztambide- 2017 parents in the
marketplace. British Fernández, R. educational
Journal of Sociology of marketplace.
Education, 38(8), 1190–
1202. Retrieved from
http://10.0.4.56/014256
92.2016.1268949

Saltman, K. J. (2014).
Neoliberalism and
Corporate School
Reform: “Failure” and
“Creative Destruction.”
Review of Education, Neoliberalism and
Pedagogy & Cultural Corporate School
Studies, 36(4), 249–259. Saltman, K. J. 2014 Reform: “Failure” and
Retrieved from “Creative Destruction.”
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1038021&site=ehos
t-live
Savage, G. C., &
O’Connor, K. (2015).
National agendas in
global times: curriculum National agendas in
reforms in Australia and Savage, G. C., & global times: curriculum
the USA since the 1980s. O’Connor, K. 2015 reforms in Australia and
Journal of Education the USA since the 1980s.
Policy, 30(5), 609–630.
Retrieved from
http://10.0.4.56/026809
39.2014.969321

Scott, J. (2013). School


Choice and the
Empowerment
Imperative. Peabody
Journal of Education, School Choice and the
88(1), 60–73. Retrieved Scott, J. 2013 Empowerment
from Imperative.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1012450&site=ehos
t-live

Sellar, S., Savage, G. C.,


& Gorur, R. (2014). The
Politics of Disagreement
in Critical Education
Policy Studies: A
Response to Morsy, The Politics of
Gulson and Clarke. Disagreement in Critical
Discourse: Studies in the Sellar, S., Savage, G. C., 2014 Education Policy Studies:
Cultural Politics of & Gorur, R. A Response to Morsy,
Education, 35(3), 462– Gulson and Clarke.
469. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1025955&site=ehos
t-live
Shah, M., & Whannell,
R. (2017). Open access
enabling courses: risking
academic standards or Open access enabling
meeting equity courses: risking
aspirations. Shah, M., & Whannell, 2017 academic standards or
Perspectives: Policy & R. meeting equity
Practice in Higher aspirations.
Education, 21(2/3), 51–
62. Retrieved from
http://10.0.4.56/136031
08.2016.1203370

Shan, H., Liu, Z., & Li, L.


(2015). Vocational
training for Liushou
women in rural China: Vocational training for
development by design. Liushou women in rural
Journal of Vocational Shan, H., Liu, Z., & Li, L. 2015 China: development by
Education & Training, design.
67(1), 11–25. Retrieved
from
http://10.0.4.56/136368
20.2014.967797

Shiller, J. (2011).
Marketing Small Schools
in New York City: A
Critique of Neoliberal Marketing Small Schools
School Reform. in New York City: A
Shiller, J. 2011
Educational Studies, Critique of Neoliberal
47(2), 160–173. School Reform.
Retrieved from
http://10.0.4.56/001319
46.2011.554589
Silova, I., &
Abdushukurova, T.
(2009). Global Norms
and Local Politics: Uses
and Abuses of Education
Gender Quotas in Global Norms and Local
Tajikistan. Globalisation, Silova, I., & Politics: Uses and
Societies and Education, Abdushukurova, T. 2009 Abuses of Education
7(3), 357–376. Retrieved Gender Quotas in
from Tajikistan.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ857015&site=ehost
-live

Simon, C. E. (2015). Why


Can’t Ohio Equitably
Fund Public Education?
Education Reform
Stifling Equitable Why Can’t Ohio
Education Funding. Equitably Fund Public
Leadership and Research Simon, C. E. 2015 Education? Education
in Education, 2(1), 1–11. Reform Stifling Equitable
Retrieved from Education Funding.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1088551&site=ehos
t-live
Singh, P., & Taylor, S.
(2007). A New Equity
Deal for Schools: A Case
Study of Policy-Making
in Queensland,
Australia. British Journal A New Equity Deal for
of Sociology of Schools: A Case Study of
Education, 28(3), 301– Singh, P., & Taylor, S. 2007 Policy-Making in
315. Retrieved from Queensland, Australia.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ763943&site=ehost
-live

Sleeter, C. E. (2014).
Multiculturalism and
education for citizenship
in a context of Multiculturalism and
neoliberalism. education for citizenship
Intercultural Education, Sleeter, C. E. 2014 in a context of
25(2), 85–94. Retrieved neoliberalism.
from
http://10.0.4.56/146759
86.2014.886357

Smith, G. A. (2015).
Community organizing,
schools, and the right to
the city. Environmental Community organizing,
Education Research, Smith, G. A. 2015 schools, and the right to
21(3), 478–490. the city.
Retrieved from
http://10.0.4.56/135046
22.2014.996207
Spencer, S. (2004).
Reflections on the “Site
of Struggle”: Girls’
Experience of Secondary
Education in the Late Reflections on the “Site
1950s. History of of Struggle”: Girls’
Education, 33(4), 437– Spencer, S. 2004 Experience of Secondary
449. Retrieved from Education in the Late
http://search.ebscohost. 1950s.
com/login.aspx?
direct=true&db=eric&A
N=EJ681799&site=ehost
-live

Straková, J. Strong
vocational education – a
safe way to the labour Strong vocational
market? A case study of education – a safe way
the Czech Republic.,
57Educational Research Straková, J. to the labour market? A
case study of the Czech
168–181 (2015). Republic., 57
Retrieved from
http://10.0.4.56/001318
81.2015.1030853

Sullivan, A., Joshi, H.,


Leonard, D., & Alice
Sullivan, H. J. and D. L.
(2011, June). Single-sex
schooling and labour Sullivan, A., Joshi, H., Single-sex schooling and
market outcomes. Leonard, D., & Alice 2011 labour market
Oxford Review of Sullivan, H. J. and D. L. outcomes.
Education. United
Kingdom. Retrieved
from
http://10.0.4.56/030549
85.2010.545194
Taylor, L. L., Fowler, W. J.
J., & National Center for
Education Statistics (ED)
DC., W. (2006). A
Comparable Wage
Approach to Geographic
Cost Adjustment.
Research and A Comparable Wage
Development Report. Taylor, L. L., Fowler, W. J. Approach to Geographic
NCES-2006-321. J., & National Center for 2006 Cost Adjustment.
National Center for Education Statistics (ED) Research and
Education Statistics. DC., W. Development Report.
National Center for NCES-2006-321.
Education Statistics.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=ED491640&site=ehos
t-live

Tomlinson, S. (2005).
Race, Ethnicity and
Education under New
Labour. Oxford Review of
Education, 31(1), 153– Race, Ethnicity and
171. Retrieved from Tomlinson, S. 2005 Education under New
http://search.ebscohost. Labour.
com/login.aspx?
direct=true&db=eric&A
N=EJ719246&site=ehost
-live
Tomlinson, S., &
Tomlinson, S. (1997,
March). Diversity, choice
and ethnicity: the effects
of educational markets
on ethnic minorities. Diversity, choice and
Oxford Review of Tomlinson, S., & ethnicity: the effects of
Education. United 1997
Tomlinson, S. educational markets on
Kingdom. Retrieved ethnic minorities.
from
http://search.ebscohost.
com/login.aspx?
direct=true&db=bri&AN
=BEI.96649&site=ehost-
live

Trujillo, T. M., & Woulfin,


S. L. (2014). Equity-
Oriented Reform amid
Standards-Based
Accountability: A
Qualitative Comparative Equity-Oriented Reform
Analysis of an amid Standards-Based
Intermediary’s Accountability: A
Instructional Practices. Trujillo, T. M., & Woulfin, 2014 Qualitative Comparative
S. L.
American Educational Analysis of an
Research Journal, 51(2), Intermediary’s
253–293. Retrieved from Instructional Practices.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1021950&site=ehos
t-live
Valenzuela, J. P., Bellei,
C., & de los Ríos, D.
(2014). Socioeconomic
school segregation in a Socioeconomic school
market-oriented segregation in a market-
educational system. The Valenzuela, J. P., Bellei, 2014 oriented educational
C., & de los Ríos, D.
case of Chile. Journal of system. The case of
Education Policy, 29(2), Chile.
217–241. Retrieved from
http://10.0.4.56/026809
39.2013.806995

van Hek, M., Kraaykamp,


G., & Wolbers, M. H. J.
(2016). Comparing the
gender gap in
educational attainment: Comparing the gender
the impact of gap in educational
emancipatory contexts van Hek, M., Kraaykamp, 2016 attainment: the impact
in 33 cohorts across 33 G., & Wolbers, M. H. J. of emancipatory
countries. Educational contexts in 33 cohorts
Research & Evaluation, across 33 countries.
22(5/6), 260–282.
Retrieved from
http://10.0.4.56/138036
11.2016.1256222
Viertel, E. (2010).
Vocational Education for
Sustainable
Development: An
Obligation for the Vocational Education for
European Training Sustainable
Foundation. European Development: An
Journal of Education, Viertel, E. 2010 Obligation for the
45(2), 217–235. European Training
Retrieved from Foundation.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ883133&site=ehost
-live

Viteritti, J. P. (2010).
School Choice and
Market Failure: How
Politics Trumps
Economics in Education School Choice and
and Elsewhere. Journal Market Failure: How
of School Choice, 4(2), Viteritti, J. P. (2010). 2010 Politics Trumps
203–221. Retrieved from Economics in Education
http://search.ebscohost. and Elsewhere.
com/login.aspx?
direct=true&db=eric&A
N=EJ886595&site=ehost
-live

Vuorinen-Lampila, P.
(2016). Gender
segregation in the
employment of higher Gender segregation in
education graduates. the employment of
Journal of Education & Vuorinen-Lampila, P. 2016 higher education
Work, 29(3), 284–308. graduates.
Retrieved from
http://10.0.4.56/136390
80.2014.934788
Webb, P. T., Gulson, K., &
Pitton, V. (2014). The
Neo-Liberal Education
Policies of “Epimeleia
Heautou”: Caring for the
Self in School Markets. The Neo-Liberal
Discourse: Studies in the Webb, P. T., Gulson, K., & Education Policies of
Cultural Politics of 2014 “Epimeleia Heautou”:
Education, 35(1), 31–44. Pitton, V. Caring for the Self in
Retrieved from School Markets.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1026042&site=ehos
t-live

Weber, E. (2002).
Shifting to the Right: The
Evolution of Equity in
the South African
Government’s Shifting to the Right: The
Developmental and Evolution of Equity in
Education Policies, 1990- the South African
1999. Comparative Weber, E. 2002 Government’s
Education Review, 46(3), Developmental and
261–290. Retrieved from Education Policies, 1990-
http://search.ebscohost. 1999.
com/login.aspx?
direct=true&db=eric&A
N=EJ658064&site=ehost
-live
Welsh, P. J. (2004).
Equity, Economics and
Educational Need: Some
Tensions between
Consumer and Producer Equity, Economics and
Interests in the Educational Need: Some
Management of Tensions between
Secondary School Consumer and Producer
Admission Procedures in Welsh, P. J. 2004 Interests in the
Thanet, UK. School Management of
Leadership and Secondary School
Management, 24(2), Admission Procedures in
191–203. Retrieved from Thanet, UK.
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ681416&site=ehost
-live

West, A. (2006). The Pre-


School Education Market
in England from 1997:
Quality, Availability,
Affordability and Equity. The Pre-School
Oxford Review of Education Market in
Education, 32(3), 283– West, A. 2006 England from 1997:
301. Retrieved from Quality, Availability,
http://search.ebscohost. Affordability and Equity.
com/login.aspx?
direct=true&db=eric&A
N=EJ738827&site=ehost
-live
Ylonen, A. (2009). The
Reinvention of the
Comprehensive School
System in Finland: How
Do Market-Oriented
Reforms Impact upon The Reinvention of the
Equity and Equality of Comprehensive School
Opportunity? FORUM: System in Finland: How
For Promoting 3-19 Ylonen, A. 2009 Do Market-Oriented
Comprehensive Reforms Impact upon
Education, 51(1), 9–24. Equity and Equality of
Retrieved from Opportunity?
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ840435&site=ehost
-live
J

British Journal of
Sociology of Education,
38(5), 625–640.
Retrieved from
http://10.0.4.56/014256
92.2015.1131145

Intercultural Education,
28(4), 408–423.
Retrieved from
http://10.0.4.56/146759
86.2017.1333874

European Early
Childhood Education
Research Journal, 22(3),
379–385. Retrieved from
http://10.0.4.56/135029
3X.2014.912900
British Educational
Research Journal, 36(3),
433–461. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ883480&site=ehost
-live

Oxford Review of
Education. United
Kingdom. Retrieved
from
http://10.0.4.56/030549
85.2011.559379

Journal of Higher
Education Policy and
Management, 24(1), 75–
86. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ650727&site=ehost
-live
Theory Into Practice,
55(4), 342–351.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1115357&site=ehos
t-live

Education Policy Analysis


Archives, 22(91).
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1050118&site=ehos
t-live
Compare: A Journal of
Comparative and
International Education,
46(6), 976–1000.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1116403&site=ehos
t-live

Ethnography &
Education, 12(2), 148–
164. Retrieved from
http://10.0.4.56/174578
23.2016.1247738

Educational Review,
69(5), 620–637.
Retrieved from
http://10.0.4.56/001319
11.2017.1288609
International Journal of
Special Education, 26(2),
128–148. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ937181&site=ehost
-live

Childhood Education,
89(2), 94–98. Retrieved
from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1009855&site=ehos
t-live

Social Work Education,


36(4), 373–390.
Retrieved from
http://10.0.4.56/026154
79.2017.1298741
School Leadership and
Management, 24(4),
439–459. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ681429&site=ehost
-live

Peabody Journal of
Education, 83(2), 285–
296. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ792839&site=ehost
-live

Research in Post-
Compulsory Education,
20(2), 173–192.
Retrieved from
http://10.0.4.56/135967
48.2015.1030254
Research in Post-
Compulsory Education,
22(2), 289–313.
Retrieved from
http://10.0.4.56/135967
48.2017.1314685

Journal of Philosophy of
Education, 38(4), 617–
631. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ686802&site=ehost
-live

FORUM: For Promoting


3-19 Comprehensive
Education, 54(1), 45–56.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ969398&site=ehost
-live
Research Papers in
Education, 30(3), 287–
304. Retrieved from
http://10.0.4.56/026715
22.2014.908409

Peabody Journal of
Education, 88(1), 10–21.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1012293&site=ehos
t-live

Journal of Education
Policy, 25(1), 1–18.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ882823&site=ehost
-live
Tertiary Education &
Management (Springer
Science & Business
Media B.V.), 7(1), 23–39.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=bri&AN
=18498402&site=ehost-
live

Irish Educational
Studies, 33(4), 383–397.
Retrieved from
http://10.0.4.56/033233
15.2014.978657

Comparative Education,
35(3), 319–330.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ597850&site=ehost
-live
Journal of Education
Policy, 32(5), 642–672.
Retrieved from
http://10.0.4.56/026809
39.2017.1312549

British Educational
Research Journal, 33(4),
459–478. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ771185&site=ehost
-live
Journal of Marketing for
Higher Education, 26(1),
86–102. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1099244&site=ehos
t-live

Oxford Review of
Education. United
Kingdom. Retrieved
from
http://search.ebscohost.
com/login.aspx?
direct=true&db=bri&AN
=BEI.96650&site=ehost-
live
Compare: A Journal of
Comparative &
International Education,
47(4), 598–615.
Retrieved from
http://10.0.4.56/030579
25.2016.1262244

Compare: A Journal of
Comparative and
International Education,
47(4), 598–615.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1143450&site=ehos
t-live
International Journal of
Inclusive Education,
16(3), 235–247.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ960038&site=ehost
-live

Research in Post-
Compulsory Education,
19(4), 393–416.
Retrieved from
http://10.0.4.56/135967
48.2014.955374
British Educational
Research Journal, 43(4),
647–670. Retrieved from
http://10.0.3.234/berj.3
289

Comparative Education.
United Kingdom.
Retrieved from
http://10.0.4.56/030500
68.2013.798514

Critical Studies in
Education, 48(2), 269–
288. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ814793&site=ehost
-live
College Quarterly, 13(1).
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ912099&site=ehost
-live

Journal of Education
Policy, 29(4), 510–531.
Retrieved from
http://10.0.4.56/026809
39.2013.850536

Pedagogy, Culture and


Society, 12(2), 201–216.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ940220&site=ehost
-live
Journal of Education
Policy, 29(3), 302–322.
Retrieved from
http://10.0.4.56/026809
39.2013.820354

Equity & Excellence in


Education, 47(4), 410–
429. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1045729&site=ehos
t-live
Global Education
Review, 3(2), 4–22.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1098831&site=ehos
t-live

Higher Education: The


International Journal of
Higher Education and
Educational Planning,
57(5), 549–566.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ835349&site=ehost
-live
Quest, 62(1), 61–75.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ888488&site=ehost
-live

Journal of Education
Policy, 32(4), 503–519.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1134994&site=ehos
t-live
Anthropology &
Education Quarterly,
28(3), 375–393.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ576638&site=ehost
-live

Social Science Quarterly,


79(3), 502–522.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ602485&site=ehost
-live
Social Science Quarterly,
79(3), 548–553.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ602489&site=ehost
-live

Current Issues in
Comparative Education,
9(1), 46–59. Retrieved
from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ847395&site=ehost
-live
Peabody Journal of
Education, 91(4), 522–
536. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1113047&site=ehos
t-live

Review of Education,
Pedagogy & Cultural
Studies, 32(3), 238–262.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ893381&site=ehost
-live
Journal of Education
Policy, 27(6), 697–709.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ993433&site=ehost
-live

British Journal of
Sociology of Education,
38(5), 705–720.
Retrieved from
http://10.0.4.56/014256
92.2016.1158637

Journal of Vocational
Education & Training,
67(1), 78–92. Retrieved
from
http://10.0.4.56/136368
20.2014.922118
Educational Review,
63(4), 485–503.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ952684&site=ehost
-live

Journal of Philosophy of
Education, 50(3), 306–
318. Retrieved from
http://10.0.4.87/1467-
9752.12188

Gender and Education,


13(1), 87–100. Retrieved
from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ622416&site=ehost
-live
Journal of Education &
Work. United Kingdom.
Retrieved from
http://10.0.4.56/136390
80.2010.534773

Journal of School
Choice, 3(2), 182–193.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ856108&site=ehost
-live

International Journal of
Lifelong Education,
33(1), 62–76. Retrieved
from
http://10.0.4.56/026013
70.2013.873213
Journal of Vocational
Education and Training,
67(1), 109–126.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1049549&site=ehos
t-live

Education and Urban


Society, 43(3), 271–295.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ920634&site=ehost
-live
Journal of Research in
Childhood Education,
28(4), 461–483.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1041026&site=ehos
t-live

Journal of Inquiry and


Action in Education,
4(1), 31–47. Retrieved
from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1134701&site=ehos
t-live
Journal of Educational
Research, 61(5), 568–
583. Retrieved from
http://10.0.4.56/003138
31.2016.1172502

Journal of Education &


Work, 29(7), 834–856.
Retrieved from
http://10.0.4.56/136390
80.2015.1074665
Journal of Education &
Work. United Kingdom.
Retrieved from
http://10.0.4.56/136390
80.2010.534444

Theory into Practice,


33(2), 112–117.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ490231&site=ehost
-live
Comparative Education
Review, 60(2), 249–270.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1098195&site=ehos
t-live

Oxford Review of
Education, 40(6), 764–
781. Retrieved from
http://10.0.4.56/030549
85.2014.979580
International Research
in Geographical and
Environmental
Education, 13(2), 164–
170. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ841090&site=ehost
-live

Environmental
Education Research,
22(6), 827–841.
Retrieved from
http://10.0.4.56/135046
22.2016.1149550
Journal of Education &
Work, 29(7), 857–876.
Retrieved from
http://10.0.4.56/136390
80.2015.1076157

Educational Research,
56(2), 171–183.
Retrieved from
http://10.0.4.56/001318
81.2014.898913

College Quarterly, 18(3).


Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1087344&site=ehos
t-live
International Journal of
Early Years Education,
25(2), 171–189.
Retrieved from
http://10.0.4.56/096697
60.2017.1287559

Oxford Review of
Education, 39(4), 514–
532. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1023330&site=ehos
t-live

Gender & Education,


29(5), 558–576.
Retrieved from
http://10.0.4.56/095402
53.2017.1324130
International Journal of
Inclusive Education,
16(4), 407–421.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ960572&site=ehost
-live

Childhood Education
Research Journal, 22(3),
386–396. Retrieved from
http://10.0.4.56/135029
3X.2014.912901

Equity & Excellence in


Education, 38(4), 331–
341. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ722031&site=ehost
-live
Oxford Review of
Education. United
Kingdom. Retrieved
from
http://10.0.4.56/030549
85.2013.821853

Journal of Educational
Administration and
History, 43(4), 309–323.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ949177&site=ehost
-live

Education Policy Analysis


Archives, 21(87).
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1018889&site=ehos
t-live
Higher Education Policy,
19(1), 31–49. Retrieved
from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ729590&site=ehost
-live

Journal of Education &


Work. United Kingdom.
Retrieved from
http://10.0.4.56/136390
80.2010.534772

Equity & Excellence in


Education, 33(2), 13–15.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ614019&site=ehost
-live
Journal of School
Choice, 5(3), 319–349.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ946984&site=ehost
-live

Contemporary Issues in
Education Research,
5(4), 271–278. Retrieved
from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1073134&site=ehos
t-live
Africa Education Review,
12(3), 429–446.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1107274&site=ehos
t-live

Philosophy & Theory,


49(12), 1146–1160.
Retrieved from
http://10.0.4.56/001318
57.2016.1216386

Journal of Education
Policy, 31(1), 28–45.
Retrieved from
http://10.0.4.56/026809
39.2015.1062919
Discourse: Studies in the
Cultural Politics of
Education, 35(3), 444–
461. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1025954&site=ehos
t-live

Leadership and Policy in


Schools, 8(3), 342–354.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ856586&site=ehost
-live

Global Education
Review, 3(2), 33–49.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1098689&site=ehos
t-live
Journal of Adult &
Continuing Education,
19(2), 94–102. Retrieved
from
http://10.0.28.59/JACE.1
9.2.7

Race, Ethnicity and


Education, 16(3), 386–
405. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1012195&site=ehos
t-live
Journal of Vocational
Education and Training,
55(2), 209–221.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ770839&site=ehost
-live

Distance Education,
26(2), 205–225.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ691080&site=ehost
-live
Prospects: Quarterly
Review of Comparative
Education, 39(3), 265–
279. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ865069&site=ehost
-live

Education Policy Analysis


Archives, 19(31).
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ956028&site=ehost
-live
Bulgarian Comparative
Education Society.
Bulgarian Comparative
Education Society.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=ED567118&site=ehos
t-live

British Journal of
Sociology of Education,
38(3), 265–286.
Retrieved from
http://10.0.4.56/014256
92.2015.1073100
Pedagogy, Culture and
Society, 12(1), 121–139.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ940288&site=ehost
-live

Oxford Review of
Education. United
Kingdom. Retrieved
from
http://search.ebscohost.
com/login.aspx?
direct=true&db=bri&AN
=BEI.96647&site=ehost-
live
European Educational
Research Journal, 7(2),
176–194. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ795745&site=ehost
-live

European Educational
Research Journal. United
Kingdom. Retrieved
from
http://search.ebscohost.
com/login.aspx?
direct=true&db=bri&AN
=BEI.171731&site=ehost
-live

British Journal of
Sociology of Education,
37(6), 823–835.
Retrieved from
http://10.0.4.56/014256
92.2016.1165086
Philosophical Studies in
Education, 45, 125–135.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1043696&site=ehos
t-live

Compare: A Journal of
Comparative &
International Education,
46(6), 976–1000.
Retrieved from
http://10.0.4.56/030579
25.2016.1207939

Journal of Education
Policy, 32(3), 340–356.
Retrieved from
http://10.0.4.56/026809
39.2016.1263363
Journal of Education
Policy, 22(2), 147–171.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ764480&site=ehost
-live

British Journal of
Sociology of Education,
38(8), 1190–1202.
Retrieved from
http://10.0.4.56/014256
92.2016.1268949

Review of Education,
Pedagogy & Cultural
Studies, 36(4), 249–259.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1038021&site=ehos
t-live
Journal of Education
Policy, 30(5), 609–630.
Retrieved from
http://10.0.4.56/026809
39.2014.969321

Peabody Journal of
Education, 88(1), 60–73.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1012450&site=ehos
t-live

Discourse: Studies in the


Cultural Politics of
Education, 35(3), 462–
469. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1025955&site=ehos
t-live
Perspectives: Policy &
Practice in Higher
Education, 21(2/3), 51–
62. Retrieved from
http://10.0.4.56/136031
08.2016.1203370

Journal of Vocational
Education & Training,
67(1), 11–25. Retrieved
from
http://10.0.4.56/136368
20.2014.967797

Educational Studies,
47(2), 160–173.
Retrieved from
http://10.0.4.56/001319
46.2011.554589
Globalisation, Societies
and Education, 7(3),
357–376. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ857015&site=ehost
-live

Leadership and Research


in Education, 2(1), 1–11.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1088551&site=ehos
t-live
British Journal of
Sociology of Education,
28(3), 301–315.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ763943&site=ehost
-live

Intercultural Education,
25(2), 85–94. Retrieved
from
http://10.0.4.56/146759
86.2014.886357

Environmental
Education Research,
21(3), 478–490.
Retrieved from
http://10.0.4.56/135046
22.2014.996207
History of Education,
33(4), 437–449.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ681799&site=ehost
-live

Educational Research
168–181 (2015).
Retrieved from
http://10.0.4.56/001318
81.2015.1030853

Oxford Review of
Education. United
Kingdom. Retrieved
from
http://10.0.4.56/030549
85.2010.545194
National Center for
Education Statistics.
National Center for
Education Statistics.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=ED491640&site=ehos
t-live

Oxford Review of
Education, 31(1), 153–
171. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ719246&site=ehost
-live
Oxford Review of
Education. United
Kingdom. Retrieved
from
http://search.ebscohost.
com/login.aspx?
direct=true&db=bri&AN
=BEI.96649&site=ehost-
live

American Educational
Research Journal, 51(2),
253–293. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1021950&site=ehos
t-live
Journal of Education
Policy, 29(2), 217–241.
Retrieved from
http://10.0.4.56/026809
39.2013.806995

Educational Research &


Evaluation, 22(5/6),
260–282. Retrieved from
http://10.0.4.56/138036
11.2016.1256222
European Journal of
Education, 45(2), 217–
235. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ883133&site=ehost
-live

Journal of School
Choice, 4(2), 203–221.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ886595&site=ehost
-live

Journal of Education &


Work, 29(3), 284–308.
Retrieved from
http://10.0.4.56/136390
80.2014.934788
Discourse: Studies in the
Cultural Politics of
Education, 35(1), 31–44.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ1026042&site=ehos
t-live

Comparative Education
Review, 46(3), 261–290.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ658064&site=ehost
-live
School Leadership and
Management, 24(2),
191–203. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ681416&site=ehost
-live

Oxford Review of
Education, 32(3), 283–
301. Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ738827&site=ehost
-live
FORUM: For Promoting
3-19 Comprehensive
Education, 51(1), 9–24.
Retrieved from
http://search.ebscohost.
com/login.aspx?
direct=true&db=eric&A
N=EJ840435&site=ehost
-live
Reference Author(s) Year
Ball, S. J. (1998). Big policies/small world:
An introduction to international
perspectives in education policy.
Comparative Education, 34(2), 119–130. Ball, S. J. 1998
encubierta en la educación. In Informe
preliminar presentado en el V Congreso
Mundial de la educación celebrado en Julio
de.
Bathmaker, A.-M., Robertson, S. L., & Slee, Ball, S. J., & Youdell, D. 2007
R. (2008, January). Review symposium:
Education plc. Understanding private
sector participation in public sector
education. British Journal of Sociology of
Education. United Kingdom. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=bri&AN=BEI.169657&site= Bathmaker, A.-M., Robertson, S. L., &
ehost-live Slee, R. 2008
Making Poor Choices? Demand
Rationalities and School Choice in a Chilean
Local Education Market. Journal of School
Choice, 11(2), 258–281. Bonal, X., Verger, A., & Zancajo, A. 2017
Jessop, B. (1993). Towards a
Schumpeterian workfare state? Preliminary
remarks on post-Fordist political economy.
Studies in Political Economy, 40(1), 7–39. Jessop, B. 1993
Jessop, B. (2003). Governance and meta-
governance: on reflexivity, requisite variety
and requisite irony. Governance as Social
and Political Communication, 101–116. Jessop, B. 2003
Cultural political economy: On making the
cultural turn without falling into soft
economic sociology. Geoforum, 39(3),
1155–1169. Jessop, B., & Oosterlynck, S. 2008
Jessop, B., Ivan, J., & Supelano Sarmiento,
A. (1999). Crisis del Estado de Bienestar:
hacia una nueva teoría del Estado y sus Jessop, B., Ivan, J., & Supelano Sarmiento,
consecuencias sociales. Siglo del Hombre: A. 1999

Lingard, B. (1996). Educational policy


making in a postmodern state on Stephen
J. Ball’s education reform: A critical and
post-structural approachi. The Australian
Educational Researcher, 23(1), 65–91. Lingard, B. 1996
Lingard, B. (2011). Policy as numbers:
Ac/counting for educational research. The
Australian Educational Researcher, 38(4),
355–382. Lingard, B. 2011
Lingard, B., & Blackmore, J. (1997). The
“performative”state and the state of
educational research. The Australian
Educational Researcher, 24(3), 1–22. Lingard, B., & Blackmore, J. 1997
Lingard, B., & Sellar, S. (2013).
Globalization, edu-business and network
governance: the policy sociology of
Stephen J. Ball and rethinking education
policy analysis. London Review of
Education, 11(3), 265–280. Retrieved from
http://10.0.4.56/14748460.2013.840986 Lingard, B., & Sellar, S. 2013
Lingard, B., Rawolle, S., & Taylor 1, S.
(2005). Globalizing policy sociology in
education: working with Bourdieu. Journal
of Education Policy, 20(6), 759–777. Lingard, B., Rawolle, S., & Taylor 1, S. 2005
Ozga, J., & Lingard, B. (2007). Globalisation,
education policy and politics. The
RoutledgeFalmer Reader in Education
Policy andL.,
Parcerisa, Politics, 65–82.
& Verger, A. (2016). Rendición Ozga, J., & Lingard, B. 2007
de cuentas y política educativa: Una
revisión de la evidencia internacional y
futuros retos para la investigación.
Profesorado. Revista de Currículum Y
Formación de Profesorado, 20(3). Parcerisa, L., & Verger, A. 2016
Rawolle, S., & Lingard, B. (2008). The
sociology of Pierre Bourdieu and
researching education policy. Journal of
Education Policy, 23(6), 729–741. Rawolle, S., & Lingard, B. 2008
Rizvi, F. (2006). Imagination and the
globalisation of educational policy
research. Globalisation, Societies and
Education, 4(2), 193–205. Rizvi, F. 2006
Rizvi, F. (2007). Rethinking educational
aims in an era of globalization. In Changing
education (pp. 63–91). Springer. Rizvi, F. 2007
Rizvi, F. (2013). Equity and marketisation: A
brief commentary. Discourse: Studies in
the Cultural Politics of Education, 34(2),
274–278. Rizvi, F. 2013
Rizvi, F., & Lingard, B. (2006). Globalization
and the changing nature of the OECD’s
educational work. Education, Globalization
and Social Change, 247–260. Rizvi, F., & Lingard, B. 2006
Rizvi, F., & Lingard, B. (2009). The OECD
and global shifts in education policy.
International Handbook of Comparative
Education, 437–453.
Rizvi, F., Engel, L., Rutkowski, D., & Sparks, Rizvi, F., & Lingard, B. 2009
J. (2007). 1 Equality and the politics of
globalization in education. International
Perspectives on Educational Diversity and
Inclusion: Studies from America, Europe Rizvi, F., Engel, L., Rutkowski, D., & Sparks,
and India, 1. J. 2007

Robertson, S. L. (2007). Globalisation, Robertson, S. L. (2007). Globalisation,


education and development: Ideas, actors education and development: Ideas, actors
and dynamics. and dynamics. 2007
Robertson, S. L. (2013). The social justice
implications of privatisation in education
governance frameworks: A relational
account. Educação & Sociedade, 34(124),
679–703. Robertson, S. L. 2013
a “critical cultural political
economy”account of the globalising of
education. Globalisation, Societies and
Education, 13(1), 149–170. Robertson, S. L., & Dale, R. 2015
Robertson, S. L., Bonal, X., & Dale, R.
(2002). GATS and the education service
industry: The politics of scale and global
reterritorialization. Comparative Education
Review, 46(4), 472–496. Robertson, S. L., Bonal, X., & Dale, R. 2002
(2012). Public private partnerships in
education: New actors and modes of
governance in a globalizing world. Edward
Elgar Publishing. Robertson, S. L., Mundy, K., & Verger, A. 2012
and global governance in education.
Journal of Education Policy, 28(5), 710–
725. Sellar, S., & Lingard, B. 2013
Sellar, S., & Lingard, B. (2014). The OECD Sellar, S., & Lingard, B. The OECD and the
and the expansion of PISA: New global expansion of PISA: New global modes of
modes of governance in education. British governance in education. British
Educational Research Journal, 40(6), 917– Educational Research Journal, 40(6), 917–
936. 936. 2014
Srivastava, P. (2013). Low-fee private
schooling: issues and evidence. In Low-fee
private schooling: Aggravating equity or
mitigating disadvantage? (pp. 3–35).
https://doi.org/10.1080/00071005.2014.9
44393 Srivastava, P. 2013

Srivastava, P., & Walford, G. (2016). Non- Srivastava, P., & Walford, G. (2016). Non-
state actors in education in the Global state actors in education in the Global
South. Oxford Review of Education, 42(5), South. Oxford Review of Education, 42(5),
491–494. 491–494.
https://doi.org/10.1080/03054985.2016.1 https://doi.org/10.1080/03054985.2016.
217695 1217695 2016
Verger, A. (2012). Framing and selling
global education policy: the promotion of
public–private partnerships for education
in low-income contexts. Journal of
Education Policy, 27(1), 109–130. Verger, A. 2012
Verger, A., & Moschetti, M. (2017). Public-
Private Partnerships as an Education Policy
Approach: Multiple Meanings, Risks and
Challenges.
Verger, A., Bonal, X., & Zancajo, A. (2016). Verger, A., & Moschetti, M. 2017
What are the role and impact of public-
private partnerships in education? A realist
evaluation of the Chilean education quasi-
market. Comparative Education Review,
60(2), 223–248. Verger, A., Bonal, X., & Zancajo, A. 2016
(2017). Multiple paths towards education
privatization in a globalizing world: a
cultural political economy review. Journal
of Education Policy, 1–31. Verger, A., Fontdevila, C., & Zancajo, A. 2017
Title J Abstract

Big policies/small world: An introduction Comparative


to international perspectives in education Education, 34(2),
policy. 119–130.
Mundial de la
educación
celebrado en Julio
Privatización encubierta en la educación. de.
Education. United
Kingdom.
Retrieved from
http://search.ebsc
ohost.com/login.a
spx?
Review symposium: Education plc. direct=true&db=b
Understanding private sector ri&AN=BEI.16965
participation in public sector education. 7&site=ehost-live

Making Poor Choices? Demand Journal of School


Rationalities and School Choice in a Choice, 11(2),
Chilean Local Education Market. 258–281.

Towards a Schumpeterian workfare state? Studies in Political


Preliminary remarks on post-Fordist Economy, 40(1),
political economy. 7–39.
Social and
Governance and meta-governance: on Political
reflexivity, requisite variety and requisite Communication,
irony. 101–116.

Cultural political economy: On making the


cultural turn without falling into soft Geoforum, 39(3),
economic sociology. 1155–1169.

Crisis del Estado de Bienestar: hacia una


nueva teoría del Estado y sus
consecuencias sociales. Siglo del Hombre:

Educational policy making in a


postmodern state on Stephen J. Ball’s The Australian
education reform: A critical and post- Educational
structural approachi. Researcher, 23(1),
65–91.
The Australian
Educational
Policy as numbers: Ac/counting for Researcher, 38(4),
educational research. 355–382.
The Australian
Educational
The “performative”state and the state of Researcher, 24(3),
educational research. 1–22.
London Review of
Education, 11(3),
265–280.
Globalization, edu-business and network Retrieved from
governance: the policy sociology of http://10.0.4.56/1
Stephen J. Ball and rethinking education 4748460.2013.84
policy analysis. 0986

Journal of
Globalizing policy sociology in education: Education Policy,
working with Bourdieu. 20(6), 759–777.
Reader in
Education Policy
Globalisation, education policy and and Politics, 65–
politics. 82.
Profesorado.
Revista de
Currículum Y
Rendición de cuentas y política educativa: Formación de
Una revisión de la evidencia internacional Profesorado,
y futuros retos para la investigación. 20(3).

Journal of
The sociology of Pierre Bourdieu and Education Policy,
researching education policy. 23(6), 729–741.
Globalisation,
Societies and
Imagination and the globalisation of Education, 4(2),
educational policy research. 193–205.
In Changing
Rethinking educational aims in an era of education (pp.
globalization. 63–91). Springer.
in the Cultural
Politics of
Equity and marketisation: A brief Education, 34(2),
commentary. 274–278.
Education,
Globalization and
Globalization and the changing nature of Social Change,
the OECD’s educational work. 247–260.
Handbook of
Comparative
The OECD and global shifts in education Education, 437–
policy. 453.
Perspectives on
Educational
Diversity and
Inclusion: Studies
Equality and the politics of globalization from America,
in education. Europe and India.

Globalisation, education and


development: Ideas, actors and dynamics.

The social justice implications of Educação &


privatisation in education governance Sociedade,
frameworks: A relational account. 34(124), 679–703.
Globalisation,
Towards a “critical cultural political Societies and
economy”account of the globalising of Education, 13(1),
education. 149–170.

GATS and the education service industry: Comparative


The politics of scale and global Education Review,
reterritorialization. 46(4), 472–496.

Public private partnerships in education:


New actors and modes of governance in a Edward Elgar
globalizing world. Publishing.
Journal of
The OECD and global governance in Education Policy,
education. 28(5), 710–725.
British
The OECD and the expansion of PISA: Educational
New global modes of governance in Research Journal,
education. 40(6), 917–936.
equity or
mitigating
disadvantage?
(pp. 3–35).
https://doi.org/10
Low-fee private schooling: issues and .1080/00071005.
evidence. 2014.944393

Oxford Review of
Education, 42(5),
491–494.
https://doi.org/10
Non-state actors in education in the .1080/03054985.
Global South. 2016.1217695

Framing and selling global education


policy: the promotion of public–private Journal of
partnerships for education in low-income Education Policy,
contexts. 27(1), 109–130.

Public-Private Partnerships as an
Education Policy Approach: Multiple
Meanings, Risks and Challenges.

What are the role and impact of public-


private partnerships in education? A Comparative
realist evaluation of the Chilean Education Review,
education quasi-market. 60(2), 223–248.

Multiple paths towards education Journal of


privatization in a globalizing world: a Education Policy,
cultural political economy review. 1–31.
Thesis / Methods
Reference Author(s) Year

Adnett, N., & Davies, P. (2005). Competition Adnett, N., & Davies, P. Competition
between or within Schools? Re-Assessing School between or within Schools? Re-Assessing
Choice. Education Economics, 13(1), 109–121. School Choice. Education Economics, 13(1),
Retrieved from 109–121. Retrieved from
http://search.ebscohost.com/login.aspx? http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ719027&site=ehost- direct=true&db=eric&AN=EJ719027&site=e
live host-live 2005

Ambrosio, J. (2013). Changing the Subject:


Neoliberalism and Accountability in Public
Education. Educational Studies, 49(4), 316–333.
Retrieved from
http://10.0.4.56/00131946.2013.783835 Ambrosio, J. 2013

Anastasiou, D., & Kauffman, J. M. (2009). When


Special Education Goes to the Marketplace: The
Case of Vouchers. Exceptionality, 17(4), 205–
222. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ870488&site=ehost-
live Anastasiou, D., & Kauffman, J. M. 2009

Angus, L. (2015). School choice: neoliberal


education policy and imagined futures. British
Journal of Sociology of Education, 36(3), 395–
413. Retrieved from
http://10.0.4.56/01425692.2013.823835 Angus, L. 2015

Apple, M. W. (2017). What Is Present and Absent


in Critical Analyses of Neoliberalism in
Education. Peabody Journal of Education, 92(1),
148–153. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1129465&site=ehos
t-live Apple, M. W. 2017

Bagley, C., & Bagley, C. (2006, July). School Bagley, C., & Bagley, C. (2006, July). School
choice and competition: a public-market in choice and competition: a public-market in
education revisited. Oxford Review of Education. education revisited. Oxford Review of
United Kingdom. Retrieved from Education. United Kingdom. Retrieved from
http://search.ebscohost.com/login.aspx? http://search.ebscohost.com/login.aspx?
direct=true&db=bri&AN=BEI.156778&site=ehost direct=true&db=bri&AN=BEI.156778&site=
-live ehost-live 2006
Bernal, J. L. (2005). Parental Choice, Social Class Bernal, J. L. Parental Choice, Social Class and
and Market Forces: The Consequences of Market Forces: The Consequences of
Privatization of Public Services in Education. Privatization of Public Services in Education.
Journal of Education Policy, 20(6), 779–792. Journal of Education Policy, 20(6), 779–792.
Retrieved from Retrieved from
http://search.ebscohost.com/login.aspx? http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ721405&site=ehost- direct=true&db=eric&AN=EJ721405&site=e
live host-live 2005

Browning, M. (2000). A Critical Analysis of


Charter Schools. Equity & Excellence in
Education, 33(2), 16–23. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ614020&site=ehost-
live Browning, M. 2000

Byun, S.-Y., Kim, K.-K., & Park, H. (2012). School


Choice and Educational Inequality in South
Korea. Journal of School Choice, 6(2), 158–183.
Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ968767&site=ehost-
live Byun, S.-Y., Kim, K.-K., & Park, H. 2012

Chitty, C., & Chitty, C. (1997, March).


Privatisation and marketisation. Oxford Review
of Education. United Kingdom. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=bri&AN=BEI.96650&site=ehost-
live Chitty, C., & Chitty, C. 1997

Colburn, B. (2012). Responsibility and School


Choice in Education. Journal of Philosophy of
Education, 46(2), 207–222. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ967987&site=ehost-
live Colburn, B. 2012

Convertino, C. (2017). State disinvestment,


technologies of choice and “fitting in”: neoliberal
transformations in US public education. Journal
of Education Policy, 32(6), 832–854. Retrieved
from http://10.0.4.56/02680939.2017.1324113 Convertino, C. 2017
Coulson, A. J. (2009). Comparing Public, Private,
and Market Schools: The International Evidence.
Journal of School Choice, 3(1), 31–54. Retrieved
from http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ835540&site=ehost-
live Coulson, A. J. 2009

Dobson, J. (2008). Pupil Mobility, Choice and the


Secondary School Market: Assumptions and
Realities. Educational Review, 60(3), 299–314.
Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ812399&site=ehost-
live Dobson, J. 2008

Edwards Jr., B., DeMatthews, D., & Hartley, H. Edwards Jr., B., DeMatthews, D., & Hartley,
(2017). Public-Private Partnerships, H. Public-Private Partnerships,
Accountability, and Competition: Theory versus Accountability, and Competition: Theory
Reality in the Charter Schools of Bogotá, versus Reality in the Charter Schools of
Colombia. Education Policy Analysis Archives, Bogotá, Colombia. Education Policy Analysis
25(10). Retrieved from Archives, 25(10). Retrieved from
http://search.ebscohost.com/login.aspx? http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1132248&site=ehos direct=true&db=eric&AN=EJ1132248&site=
t-live ehost-live 2017

Egalite, A. J., & Wolf, P. J. (2016). A Review of the


Empirical Research on Private School Choice.
Peabody Journal of Education, 91(4), 441–454.
Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1113032&site=ehos
t-live Egalite, A. J., & Wolf, P. J. 2016

Exley, S. Emerging Discourses within the


Exley, S. (2009). Emerging Discourses within the English “Choice Advice” Policy Network.
English “Choice Advice” Policy Network. London London Review of Education, 7(3), 249–260.
Review of Education, 7(3), 249–260. Retrieved Retrieved from
from http://search.ebscohost.com/login.aspx? http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ862879&site=ehost- direct=true&db=eric&AN=EJ862879&site=e
live host-live 2009
Frankenberg, E., Siegel-Hawley, G., & Wang, J. Frankenberg, E., Siegel-Hawley, G., & Wang,
(2011). Choice without Equity: Charter School J. (2011). Choice without Equity: Charter
Segregation. Education Policy Analysis Archives, School Segregation. Education Policy
19(1). Retrieved from Analysis Archives, 19(1). Retrieved from
http://search.ebscohost.com/login.aspx? http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ913487&site=ehost- direct=true&db=eric&AN=EJ913487&site=e
live host-live 2011

Friedman, M. (1997). Public Schools: Make


Them Private. Education Economics, 5(3), 341–
344. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ559484&site=ehost-
live Friedman, M. 1997

Glatter, R. (2004). Choice and Diversity of


Schooling Provision: Does the Emperor Have Any
Clothes? FORUM: For Promoting 3-19
Comprehensive Education, 46(2), 63–69.
Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ738549&site=ehost-
live Glatter, R. 2004

Gobby, B. (2016). Obliged to Calculate: “My


School”, Markets, and Equipping Parents for
Calculativeness. Journal of Education Policy,
31(4), 421–431. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1101664&site=ehos
t-live Gobby, B. 2016

Gulson, K. N., & Fataar, A. (2011). Neoliberal


Governmentality, Schooling and the City:
Conceptual and Empirical Notes on and from the
Global South. Discourse: Studies in the Cultural
Politics of Education, 32(2), 269–283. Retrieved
from http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ921734&site=ehost-
live Gulson, K. N., & Fataar, A. 2011

Holmes, M. (2009). Education and the Market: A


Response to “Imagined Evidence and False
Imperatives.” Journal of School Choice, 3(2),
182–193. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ856108&site=ehost-
live Holmes, M. 2009
Lauri, T., & Põder, K. (2013). School Choice
Policy: Seeking to Balance Educational Efficiency
and Equity. A Comparative Analysis of 20
European Countries. European Educational
Research Journal, 12(4), 534–552. Retrieved
from http://10.0.9.0/eerj.2013.12.4.534 Lauri, T., & Põder, K. 2013

Levin, H. M., Cornelisz, I., & Hanisch-Cerda, B.


(2013). Does Educational Privatisation Promote
Social Justice? Oxford Review of Education,
39(4), 514–532. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1023330&site=ehos Levin, H. M., Cornelisz, I., & Hanisch-Cerda,
t-live B. 2013

McDermott, K. A. (2000). Questioning Vouchers.


Equity & Excellence in Education, 33(2), 13–15.
Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ614019&site=ehost-
live McDermott, K. A. 2000

Merrifield, J. (2013). Can We Reasonably Assess


“Productivity of Market-Based Educational
Reforms”?: Comment on Anna Egalite’s
“Measuring Competitive Effects from School
Voucher Programs: A Systematic Review.”
Journal of School Choice, 7(4), 465–467.
Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1024171&site=ehos
t-live Merrifield, J. 2013

Narodowski, M., & Nores, M. (2002). Socio-


economic Segregation with (without)
Competitive Education Policies: A Comparative
Analysis of Argentina and Chile. Comparative
Education, 38(4), 429–451. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ659863&site=ehost-
live Narodowski, M., & Nores, M. 2002
Olmedo, A., & Wilkins, A. (2017). Governing
through Parents: A Genealogical Enquiry of
Education Policy and the Construction of
Neoliberal Subjectivities in England. Discourse:
Studies in the Cultural Politics of Education,
38(4), 573–589. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1145361&site=ehos
t-live Olmedo, A., & Wilkins, A. 2017

Portales, J., & Heilig, J. V. (2014). Understanding


How Universal Vouchers Have Impacted Urban
School Districts’ Enrollment in Chile. Education
Policy Analysis Archives, 22(72). Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1050053&site=ehos
t-live Portales, J., & Heilig, J. V. 2014

Posey-Maddox, L. (2016). Beyond the Consumer:


Parents, Privatization, and Fundraising in US
Urban Public Schooling. Journal of Education
Policy, 31(2), 178–197. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1088153&site=ehos
t-live Posey-Maddox, L. 2016

Rambla, X., Valiente, O., & Frias, C. (2011). The


Politics of School Choice in Two Countries with
Large Private-Dependent Sectors (Spain and
Chile): Family Strategies, Collective Action and
Lobbying. Journal of Education Policy, 26(3),
431–447. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ926747&site=ehost-
live Rambla, X., Valiente, O., & Frias, C. 2011

Reinoso, A. O. (2008). Middle-Class Families and


School Choice: Freedom versus Equity in the
Context of a “Local Education Market.” European
Educational Research Journal, 7(2), 176–194.
Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ795745&site=ehost-
live Reinoso, A. O. 2008
Reinoso, A. O., & Reinoso, A. O. (2008). Freedom
versus equity in the context of a “local education
market.” European Educational Research
Journal. United Kingdom. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=bri&AN=BEI.171731&site=ehost
-live Reinoso, A. O., & Reinoso, A. O. 2008

Robenstine, C. (2001). Public Schooling, the


Market Metaphor, and Parental Choice.
Educational Forum, 65(3), 234–243. Retrieved
from http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ624308&site=ehost-
live Robenstine, C. 2001

Stern, M., Clonan, S., Jaffee, L., & Lee, A. (2015).


The Normative Limits of Choice: Charter Schools,
Disability Studies, and Questions of Inclusion.
Educational Policy, 29(3), 448–477. Retrieved
from http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1058665&site=ehos
t-live Stern, M., Clonan, S., Jaffee, L., & Lee, A. 2015

Thieme, C., & Treviño, E. (2013). School Choice


and Market Imperfections: Evidence from Chile.
Education and Urban Society, 45(6), 635–657.
Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1019047&site=ehos
t-live Thieme, C., & Treviño, E. 2013

Tome, C. (2015). “¡No Lucro!”?…?from Protest


Catch Cry to Presidential Policy: Is This the
Beginning of the End of the Chilean Neoliberal
Model of Education? Journal of Educational
Administration and History, 47(2), 193–208.
Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1055924&site=ehos
t-live Tome, C. 2015
van Zanten, A., & Kosunen, S. (2013). School
Choice Research in Five European Countries: The
Circulation of Stephen Ball’s Concepts and
Interpretations. London Review of Education,
11(3), 239–255. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1023701&site=ehos
t-live van Zanten, A., & Kosunen, S. 2013

Weiss, J. A. (1998). Policy Theories of School


Choice. Social Science Quarterly, 79(3), 523–532.
Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ602486&site=ehost-
live Weiss, J. A. 1998

West, A., Pennell, H., & Hind, A. (2009). Quasi- West, A., Pennell, H., & Hind, A. Quasi-
Regulation and Principal-Agent Relationships: Regulation and Principal-Agent
Secondary School Admissions in London, Relationships: Secondary School Admissions
England. Educational Management in London, England. Educational
Administration & Leadership, 37(6), 784–805. Management Administration & Leadership,
Retrieved from 37(6), 784–805. Retrieved from
http://search.ebscohost.com/login.aspx? http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ860004&site=ehost- direct=true&db=eric&AN=EJ860004&site=e
live host-live 2009

West, A., Pennell, H., Noden, P., & Anne West, H.


P. and P. N. (1998, June). School admissions:
increasing equity, accountability and
transparency. British Journal of Educational
Studies. United Kingdom. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=bri&AN=BEI.106001&site=ehost West, A., Pennell, H., Noden, P., & Anne
-live West, H. P. and P. N. 1998

Willie, C. V. (1997). What We Learned about


Urban Education Planning and Governance from
the Boston School Desegregation Experience.
Equity & Excellence in Education, 30(3), 13–20.
Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ559062&site=ehost-
live Willie, C. V. 1997
Witte, J. F. (1995). Three Critical Factors in the
School Choice Debate. Social Science Quarterly,
76(3), 502–505. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ522213&site=ehost-
live Witte, J. F. 1995

Ylonen, A. The Reinvention of the


Ylonen, A. (2009). The Reinvention of the Comprehensive School System in Finland:
Comprehensive School System in Finland: How How Do Market-Oriented Reforms Impact
Do Market-Oriented Reforms Impact upon upon Equity and Equality of Opportunity?
Equity and Equality of Opportunity? FORUM: For FORUM: For Promoting 3-19
Promoting 3-19 Comprehensive Education, Comprehensive Education, 51(1), 9–24.
51(1), 9–24. Retrieved from Retrieved from
http://search.ebscohost.com/login.aspx? http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ840435&site=ehost- direct=true&db=eric&AN=EJ840435&site=e
live host-live 2009

Yoon, E.-S. (2016). Neoliberal Imaginary, School


Choice, and “New Elites” in Public Secondary
Schools. Curriculum Inquiry, 46(4), 369–387.
Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1113742&site=ehos
t-live Yoon, E.-S. 2016
Title J

Education Economics, 13(1), 109–121.


Retrieved from
http://search.ebscohost.com/login.aspx?
Competition between or within Schools? direct=true&db=eric&AN=EJ719027&site=e
Re-Assessing School Choice. host-live

Educational Studies, 49(4), 316–333.


Changing the Subject: Neoliberalism and Retrieved from
Accountability in Public Education. http://10.0.4.56/00131946.2013.783835

Exceptionality, 17(4), 205–222. Retrieved


from
http://search.ebscohost.com/login.aspx?
When Special Education Goes to the direct=true&db=eric&AN=EJ870488&site=e
Marketplace: The Case of Vouchers. host-live

British Journal of Sociology of Education,


School choice: neoliberal education policy 36(3), 395–413. Retrieved from
and imagined futures. http://10.0.4.56/01425692.2013.823835

Peabody Journal of Education, 92(1), 148–


153. Retrieved from
http://search.ebscohost.com/login.aspx?
What Is Present and Absent in Critical direct=true&db=eric&AN=EJ1129465&site=
Analyses of Neoliberalism in Education. ehost-live

Oxford Review of Education. United


Kingdom. Retrieved from
http://search.ebscohost.com/login.aspx?
School choice and competition: a public- direct=true&db=bri&AN=BEI.156778&site=
market in education revisited. ehost-live
Journal of Education Policy, 20(6), 779–792.
Retrieved from
Parental Choice, Social Class and Market http://search.ebscohost.com/login.aspx?
Forces: The Consequences of Privatization direct=true&db=eric&AN=EJ721405&site=e
of Public Services in Education. host-live

Equity & Excellence in Education, 33(2), 16–


23. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ614020&site=e
A Critical Analysis of Charter Schools. host-live

Journal of School Choice, 6(2), 158–183.


Retrieved from
http://search.ebscohost.com/login.aspx?
School Choice and Educational Inequality in direct=true&db=eric&AN=EJ968767&site=e
South Korea. host-live

Oxford Review of Education. United


Kingdom. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=bri&AN=BEI.96650&site=e
Privatisation and marketisation. host-live

Journal of Philosophy of Education, 46(2),


207–222. Retrieved from
http://search.ebscohost.com/login.aspx?
Responsibility and School Choice in direct=true&db=eric&AN=EJ967987&site=e
Education. host-live

State disinvestment, technologies of choice Journal of Education Policy, 32(6), 832–854.


and “fitting in”: neoliberal transformations Retrieved from
in US public education. http://10.0.4.56/02680939.2017.1324113
Comparing Public, Private, and Market
Schools: The International Evidence. Journal
of School Choice, 3(1), 31–54. Retrieved Journal of School Choice, 3(1), 31–54.
from Retrieved from
http://search.ebscohost.com/login.aspx? http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ835540&site=e direct=true&db=eric&AN=EJ835540&site=e
host-live host-live

Educational Review, 60(3), 299–314.


Retrieved from
http://search.ebscohost.com/login.aspx?
Pupil Mobility, Choice and the Secondary direct=true&db=eric&AN=EJ812399&site=e
School Market: Assumptions and Realities. host-live

Education Policy Analysis Archives, 25(10).


Retrieved from
Public-Private Partnerships, Accountability, http://search.ebscohost.com/login.aspx?
and Competition: Theory versus Reality in direct=true&db=eric&AN=EJ1132248&site=
the Charter Schools of Bogotá, Colombia. ehost-live

Peabody Journal of Education, 91(4), 441–


454. Retrieved from
http://search.ebscohost.com/login.aspx?
A Review of the Empirical Research on direct=true&db=eric&AN=EJ1113032&site=
Private School Choice. ehost-live

London Review of Education, 7(3), 249–260.


Retrieved from
http://search.ebscohost.com/login.aspx?
Emerging Discourses within the English direct=true&db=eric&AN=EJ862879&site=e
“Choice Advice” Policy Network. host-live
Education Policy Analysis Archives, 19(1).
Retrieved from
http://search.ebscohost.com/login.aspx?
Choice without Equity: Charter School direct=true&db=eric&AN=EJ913487&site=e
Segregation. host-live

Education Economics, 5(3), 341–344.


Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ559484&site=e
Public Schools: Make Them Private. host-live

FORUM: For Promoting 3-19


Comprehensive Education, 46(2), 63–69.
Retrieved from
http://search.ebscohost.com/login.aspx?
Choice and Diversity of Schooling Provision: direct=true&db=eric&AN=EJ738549&site=e
Does the Emperor Have Any Clothes? host-live

Journal of Education Policy, 31(4), 421–431.


Retrieved from
http://search.ebscohost.com/login.aspx?
Obliged to Calculate: “My School”, Markets, direct=true&db=eric&AN=EJ1101664&site=
and Equipping Parents for Calculativeness. ehost-live

Discourse: Studies in the Cultural Politics of


Education, 32(2), 269–283. Retrieved from
Neoliberal Governmentality, Schooling and http://search.ebscohost.com/login.aspx?
the City: Conceptual and Empirical Notes on direct=true&db=eric&AN=EJ921734&site=e
and from the Global South. host-live

Journal of School Choice, 3(2), 182–193.


Retrieved from
http://search.ebscohost.com/login.aspx?
Education and the Market: A Response to direct=true&db=eric&AN=EJ856108&site=e
“Imagined Evidence and False Imperatives.” host-live
School Choice Policy: Seeking to Balance
Educational Efficiency and Equity. A European Educational Research Journal,
Comparative Analysis of 20 European 12(4), 534–552. Retrieved from
Countries. http://10.0.9.0/eerj.2013.12.4.534

Oxford Review of Education, 39(4), 514–


532. Retrieved from
http://search.ebscohost.com/login.aspx?
Does Educational Privatisation Promote direct=true&db=eric&AN=EJ1023330&site=
Social Justice? ehost-live

Equity & Excellence in Education, 33(2), 13–


15. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ614019&site=e
Questioning Vouchers. host-live

Can We Reasonably Assess “Productivity of Journal of School Choice, 7(4), 465–467.


Market-Based Educational Reforms”?: Retrieved from
Comment on Anna Egalite’s “Measuring http://search.ebscohost.com/login.aspx?
Competitive Effects from School Voucher direct=true&db=eric&AN=EJ1024171&site=
Programs: A Systematic Review.” ehost-live

Comparative Education, 38(4), 429–451.


Socio-economic Segregation with (without) Retrieved from
Competitive Education Policies: A http://search.ebscohost.com/login.aspx?
Comparative Analysis of Argentina and direct=true&db=eric&AN=EJ659863&site=e
Chile. host-live
Discourse: Studies in the Cultural Politics of
Governing through Parents: A Genealogical Education, 38(4), 573–589. Retrieved from
Enquiry of Education Policy and the http://search.ebscohost.com/login.aspx?
Construction of Neoliberal Subjectivities in direct=true&db=eric&AN=EJ1145361&site=
England. ehost-live

Education Policy Analysis Archives, 22(72).


Retrieved from
Understanding How Universal Vouchers http://search.ebscohost.com/login.aspx?
Have Impacted Urban School Districts’ direct=true&db=eric&AN=EJ1050053&site=
Enrollment in Chile. ehost-live

Journal of Education Policy, 31(2), 178–197.


Retrieved from
Beyond the Consumer: Parents, http://search.ebscohost.com/login.aspx?
Privatization, and Fundraising in US Urban direct=true&db=eric&AN=EJ1088153&site=
Public Schooling. ehost-live

Journal of Education Policy, 26(3), 431–447.


The Politics of School Choice in Two Retrieved from
Countries with Large Private-Dependent http://search.ebscohost.com/login.aspx?
Sectors (Spain and Chile): Family Strategies, direct=true&db=eric&AN=EJ926747&site=e
Collective Action and Lobbying. host-live

European Educational Research Journal,


7(2), 176–194. Retrieved from
Middle-Class Families and School Choice: http://search.ebscohost.com/login.aspx?
Freedom versus Equity in the Context of a direct=true&db=eric&AN=EJ795745&site=e
“Local Education Market.” host-live
European Educational Research Journal.
United Kingdom. Retrieved from
http://search.ebscohost.com/login.aspx?
Freedom versus equity in the context of a direct=true&db=bri&AN=BEI.171731&site=
“local education market.” ehost-live

Educational Forum, 65(3), 234–243.


Retrieved from
http://search.ebscohost.com/login.aspx?
Public Schooling, the Market Metaphor, and direct=true&db=eric&AN=EJ624308&site=e
Parental Choice. host-live

Educational Policy, 29(3), 448–477.


Retrieved from
The Normative Limits of Choice: Charter http://search.ebscohost.com/login.aspx?
Schools, Disability Studies, and Questions of direct=true&db=eric&AN=EJ1058665&site=
Inclusion. ehost-live

Education and Urban Society, 45(6), 635–


657. Retrieved from
http://search.ebscohost.com/login.aspx?
School Choice and Market Imperfections: direct=true&db=eric&AN=EJ1019047&site=
Evidence from Chile. ehost-live

Journal of Educational Administration and


“¡No Lucro!”?…?from Protest Catch Cry to History, 47(2), 193–208. Retrieved from
Presidential Policy: Is This the Beginning of http://search.ebscohost.com/login.aspx?
the End of the Chilean Neoliberal Model of direct=true&db=eric&AN=EJ1055924&site=
Education? ehost-live
London Review of Education, 11(3), 239–
255. Retrieved from
School Choice Research in Five European http://search.ebscohost.com/login.aspx?
Countries: The Circulation of Stephen Ball’s direct=true&db=eric&AN=EJ1023701&site=
Concepts and Interpretations. ehost-live

Social Science Quarterly, 79(3), 523–532.


Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ602486&site=e
Policy Theories of School Choice. host-live

Educational Management Administration &


Leadership, 37(6), 784–805. Retrieved from
Quasi-Regulation and Principal-Agent http://search.ebscohost.com/login.aspx?
Relationships: Secondary School Admissions direct=true&db=eric&AN=EJ860004&site=e
in London, England. host-live

British Journal of Educational Studies.


United Kingdom. Retrieved from
http://search.ebscohost.com/login.aspx?
School admissions: increasing equity, direct=true&db=bri&AN=BEI.106001&site=
accountability and transparency. ehost-live

Equity & Excellence in Education, 30(3), 13–


20. Retrieved from
What We Learned about Urban Education http://search.ebscohost.com/login.aspx?
Planning and Governance from the Boston direct=true&db=eric&AN=EJ559062&site=e
School Desegregation Experience. host-live
Social Science Quarterly, 76(3), 502–505.
Retrieved from
http://search.ebscohost.com/login.aspx?
Three Critical Factors in the School Choice direct=true&db=eric&AN=EJ522213&site=e
Debate. host-live

FORUM: For Promoting 3-19


Comprehensive Education, 51(1), 9–24.
The Reinvention of the Comprehensive Retrieved from
School System in Finland: How Do Market- http://search.ebscohost.com/login.aspx?
Oriented Reforms Impact upon Equity and direct=true&db=eric&AN=EJ840435&site=e
Equality of Opportunity? host-live

Curriculum Inquiry, 46(4), 369–387.


Retrieved from
http://search.ebscohost.com/login.aspx?
Neoliberal Imaginary, School Choice, and direct=true&db=eric&AN=EJ1113742&site=
“New Elites” in Public Secondary Schools. ehost-live
Abstract Thesis / Methods
Reference Author(s) Year
(2016). ¿Por qué elegir una escuela
privada subvencionada? Sectores medios
emergentes y elección de escuela en un
sistema de mercado TT - Why to choose
a semi-private school? Middle social class
sectors and school choice in a market
system. Estudios pedagógicos (Valdivia),
42(3), 89–109. Canales, M.,
https://doi.org/10.4067/S0718- Bellei, C., &
07052016000400005 Orellana, V. 2016
Canals, C. (2016). Choice System en Chile:
Determinantes del cambio de escuela TT
- Choice System in Chile: Determinants of
school switching. Calidad en la educación,
(45), 174–206.
https://doi.org/10.4067/S0718-
45652016000200006 Canals, C. 2016
Chumacero, R. A., Gallegos Mardones, J.,
& Paredes, R. D. (2016). Competition
Pressures and Academic Performance in
Chile TT - Presiones competitivas y
desempeño académico en Chile. Estudios Chumacero, R. A.,
de Economía, 43(2), 217–232. Gallegos
https://doi.org/10.4067/S0718- Mardones, J., &
52862016000200003 Paredes, R. D. 2016
Córdoba, C. (2014). La elección de
escuela en sectores pobres: Resultados
de un estudio cualitativo TT - Choice of
school in poor neighborhoods: Results
from a qualitative study.
Psicoperspectivas, 13(1), 56–67.
https://doi.org/10.5027/psicoperspectiva
s-Vol13-Issue1-fulltext-301 Córdoba, C. 2014
buena escuela en aponderados cuyos
hijos asisten a escuelas de bajo
rendimiento en Chile: un análisis
antropológico-estructural. Papeles de
trabajo - Centro de Estudios
Interdisciplinarios en Etnolingüística y
Antropología Socio-Cultural, (26), 62–87.
Retrieved from
http://www.scielo.org.ar/scielo.php?
script=sci_arttext&pid=S1852-
45082013000200004&lang=pt Corvalán R, J. 2013
(2002). Eficiencia escolar y diferencias
socioeconómicas: a propósito de los
resultados de las pruebas de medición de
la calidad de la educación en Chile TT -
School efficiency and socioeconomic
differences: on the results of assessment
exams of the Quality of E. Educação e
Pesquisa, 28(2), 25–39.
https://doi.org/10.1590/S1517- Donoso Díaz, S., &
97022002000200003 Hawes Barrios, G. 2002
ELACQUA, G., MARTÍNEZ, M., SANTOS, H.,
& URBINA, D. (2012). School closures in
Chile: Access to quality alternatives in a
school choice system TT - Cierre de
escuelas en Chile: Acceso a alternativas
de calidad en un sistema de elección ELACQUA, G.,
escolar. Estudios de Economía, 39(2), MARTÍNEZ, M.,
179–202. https://doi.org/10.4067/S0718- SANTOS, H., &
52862012000200005 URBINA, D. 2012
Gallegos Mardones, J., Chumacero, R., &
Paredes, R. (2017). Elección de escuela y
costos de cambio TT - School Choice and
Switching Costs. El trimestre económico, Gallegos
84(334), 309–336. Mardones, J.,
https://doi.org/10.20430/ete.v84i334.30 Chumacero, R., &
3
PAREDES, R. D. (2012). School choice and Paredes, R. 2017
information TT - Elección de escuelas e
información. Estudios de Economía, GÓMEZ, D.,
39(2), 143–157. CHUMACERO, R.
https://doi.org/10.4067/S0718- A., & PAREDES, R.
52862012000200003 D. 2012
Gubbins, V., Tirado, V., & Marchant, V.
(2017). Disposiciones docentes hacia la
relación con apoderados en un
establecimiento educacional privado en
Chile: estudio de caso. Perfiles
educativos, 39(155), 107–122. Retrieved
from
http://www.scielo.org.mx/scielo.php? Gubbins, V.,
script=sci_arttext&pid=S0185- Tirado, V., &
26982017000100107&lang=pt Marchant, V. 2017
Hernández, M., & Raczynski, D. (2015).
Elección de escuela en Chile: De las
dinámicas de distinción y exclusión a la
segregación socioeconómica del sistema
escolar TT - School choice in Chile: From
distinction and exclusion to the social
segregation of the school system TT -
Escolha de escol. Estudios pedagógicos
(Valdivia), 41(2), 127–141.
https://doi.org/10.4067/S0718- Hernández, M., &
07052015000200008 Raczynski, D. 2015
Joiko, S., & Vásquez, A. (2016). Acceso y
elección escolar de familias migrantes en
Chile: No tuve problemas porque la
escuela es abierta, porque acepta muchas
nacionalidades TT - School access and
choice of migrant families in Chile: I had
no problems because the school is open,
becaus. Calidad en la educación, (45),
132–173. https://doi.org/10.4067/S0718- Joiko, S., &
45652016000200005
Madero Cabib, C., & Madero Cabib, I. Vásquez, A. 2016
(2012). Elección escolar y selección
estudiantil en el sistema escolar chileno.
¿Quién elige a quién?: el caso de la
educación católica TT - The Selection of
Schools and Students in the Chilean
School System. Who Selects Whom? The
Case of Catholic Education. Revista
mexicana de investigación educativa,
17(55), 1267–1295. Retrieved from
http://www.scielo.org.mx/scielo.php? Madero Cabib, C.,
script=sci_arttext&pid=S1405- & Madero Cabib,
66662012000400012&lang=pt I. 2012
Peña Ochoa, M. (2011). Sujeto político y
vida pública: privatización de la educación
en Chile y sus consecuencias en los
sujetos que se educan TT - Political
subject and public life: privatization of
education in Chile and its impact on the
subjects being educated TT - Sujeit. Polis
(Santiago), 10(30), 199–215.
https://doi.org/10.4067/S0718-
65682011000300010 Peña Ochoa, M. 2011
Peña Ochoa, M. (2016). Ellos contra
nosotros: un Análisis Crítico de Discurso
desde los sostenedores privados y los
niños segregados en la Educación Chilena
TT - Nós contra eles: uma Análise Crítica
do Discurso de acordo com privados
suportes e crianças segregados na
Educação . Polis (Santiago), 15(45), 385–
403. https://doi.org/10.4067/S0718-
65682016000300019 Peña Ochoa, M. 2016
EXCLUSIONES TERRITORIALES Y
DISCURSIVAS EN UNA ESCUELA DE
ESTRATO SOCIOECONÓMICO BAJO DE
SANTIAGO DE CHILE TT - Not being here:
territorial and discursive exclusions in a
low socioeconomic school in Santiago de
Chile TT - Ne pas être ici: Educação
& Sociedade, 38(140), 751–766.
https://doi.org/10.1590/es0101-
73302017147697 Peña, M. 2017
Puga, I. (2011). Escuela y estratificación
social en Chile: ¿cuál es el rol de la
municipalización y la educación particular
subvencionada en la reproducción de la
desigualdad social? TT - School and social
stratification in Chile: what is the role of
“municipalización” . Estudios pedagógicos
(Valdivia), 37(2), 213–232.
https://doi.org/10.4067/S0718-
07052011000200013 Puga, I. 2011
Rambla, X. (2013). Las complejas
geografías de la política educativa: tres
estudios de caso TT - The complex
geographies of educational policy: three
case studies TT - Les complexes
géographies de la politique éducative:
trois études de cas. Educação &
Sociedade, 34(125), 1229–1249.
https://doi.org/10.1590/S0101-
73302013000400011
AL ALUMNO O A LA ESCUELA: EFECTOS Rambla, X. 2013
SOBRE LA ELECCION DE COLEGIOS
PUBLICOS. Cuadernos de economía,
39(117), 175–202.
https://doi.org/10.4067/S0717- Sapelli, C., &
68212002011700002 Torche, A. 2002
An Analysis
starting from the
family decisions.
Zamora Poblete, G., & Moforte Madsen, Perfiles
C. (2013). ¿Por qué los estudiantes se educativos,
cambian de escuela? Análisis desde las 35(140), 48–62.
decisiones familiares TT - Why students Retrieved from
change of school? An Analysis starting http://www.scielo
from the family decisions. Perfiles .org.mx/scielo.php
educativos, 35(140), 48–62. Retrieved ?
from script=sci_arttext
http://www.scielo.org.mx/scielo.php? &pid=S0185-
script=sci_arttext&pid=S0185- 26982013000200
26982013000200004&lang=pt 004&lang=pt 2013
Zamora, G. (2011). Movilidad escolar en
Chile: Análisis de las implicancias para la
calidad y equidad de la educación TT -
School mobility in Chile: Analysis of the
implications for the quality and equity of
education TT - Mobilidade escolar no
Chile: Análise das implicaç. Estudios
pedagógicos (Valdivia), 37(1), 53–69.
https://doi.org/10.4067/S0718-
07052011000100003 Zamora, G. 2011
Title J

¿Por qué elegir una escuela privada


subvencionada? Sectores medios emergentes Estudios pedagógicos (Valdivia), 42(3), 89–
y elección de escuela en un sistema de 109. https://doi.org/10.4067/S0718-
mercado 07052016000400005

Calidad en la educación, (45), 174–206.


Choice System en Chile: Determinantes del https://doi.org/10.4067/S0718-
cambio de escuela 45652016000200006

Competition Pressures and Academic


Performance in Chile TT - Presiones Estudios de Economía, 43(2), 217–232.
competitivas y desempeño académico en https://doi.org/10.4067/S0718-
Chile. 52862016000200003

La elección de escuela en sectores pobres: Psicoperspectivas, 13(1), 56–67.


Resultados de un estudio cualitativo fulltext- https://doi.org/10.5027/psicoperspectivas-
301 Vol13-Issue1-

Papeles de trabajo - Centro de Estudios


Interdisciplinarios en Etnolingüística y
Antropología Socio-Cultural, (26), 62–87.
El concepto de buena escuela en aponderados Retrieved from
cuyos hijos asisten a escuelas de bajo http://www.scielo.org.ar/scielo.php?
rendimiento en Chile: un análisis script=sci_arttext&pid=S1852-
antropológico-estructural. 45082013000200004&lang=pt

Eficiencia escolar y diferencias


socioeconómicas: a propósito de los E. Educação e Pesquisa, 28(2), 25–39.
resultados de las pruebas de medición de la https://doi.org/10.1590/S1517-
calidad de la educación en Chile 97022002000200003

School closures in Chile: Access to quality


alternatives in a school choice system TT -
Cierre de escuelas en Chile: Acceso a Estudios de Economía, 39(2), 179–202.
alternativas de calidad en un sistema de https://doi.org/10.4067/S0718-
elección escolar. 52862012000200005
Elección de escuela y costos de cambio TT - El trimestre económico, 84(334), 309–336.
School Choice and Switching Costs. https://doi.org/10.20430/ete.v84i334.303

Estudios de Economía, 39(2), 143–157.


School choice and information TT - Elección https://doi.org/10.4067/S0718-
de escuelas e información. 52862012000200003

Perfiles educativos, 39(155), 107–122.


Retrieved from
Disposiciones docentes hacia la relación con http://www.scielo.org.mx/scielo.php?
apoderados en un establecimiento script=sci_arttext&pid=S0185-
educacional privado en Chile: estudio de caso. 26982017000100107&lang=pt

Elección de escuela en Chile: De las dinámicas


de distinción y exclusión a la segregación
socioeconómica del sistema escolar TT -
School choice in Chile: From distinction and Estudios pedagógicos (Valdivia), 41(2), 127–
exclusion to the social segregation of the 141. https://doi.org/10.4067/S0718-
school system TT - Escolha de escol. 07052015000200008

Acceso y elección escolar de familias


migrantes en Chile: No tuve problemas
porque la escuela es abierta, porque acepta
muchas nacionalidades TT - School access
and choice of migrant families in Chile: I had Calidad en la educación, (45), 132–173.
no problems because the school is open, https://doi.org/10.4067/S0718-
becaus. 45652016000200005

Elección escolar y selección estudiantil en el


sistema escolar chileno. ¿Quién elige a Revista mexicana de investigación educativa,
quién?: el caso de la educación católica TT - 17(55), 1267–1295. Retrieved from
The Selection of Schools and Students in the http://www.scielo.org.mx/scielo.php?
Chilean School System. Who Selects Whom? script=sci_arttext&pid=S1405-
The Case of Catholic Education. 66662012000400012&lang=pt

Sujeto político y vida pública: privatización de


la educación en Chile y sus consecuencias en
los sujetos que se educan TT - Political subject
and public life: privatization of education in Polis (Santiago), 10(30), 199–215.
Chile and its impact on the subjects being https://doi.org/10.4067/S0718-
educated TT - Sujeit. 65682011000300010
Ellos contra nosotros: un Análisis Crítico de
Discurso desde los sostenedores privados y los
niños segregados en la Educación Chilena TT -
Nós contra eles: uma Análise Crítica do Polis (Santiago), 15(45), 385–403.
Discurso de acordo com privados suportes e https://doi.org/10.4067/S0718-
crianças segregados na Educação . 65682016000300019

NO ESTAR AQUÍ: EXCLUSIONES TERRITORIALES


Y DISCURSIVAS EN UNA ESCUELA DE ESTRATO
SOCIOECONÓMICO BAJO DE SANTIAGO DE
CHILE TT - Not being here: territorial and Educação & Sociedade, 38(140), 751–
discursive exclusions in a low socioeconomic 766. https://doi.org/10.1590/es0101-
school in Santiago de Chile TT 73302017147697

Escuela y estratificación social en Chile: ¿cuál


es el rol de la municipalización y la educación
particular subvencionada en la reproducción
de la desigualdad social? TT - School and Estudios pedagógicos (Valdivia), 37(2), 213–
social stratification in Chile: what is the role of 232. https://doi.org/10.4067/S0718-
“municipalización” . 07052011000200013

Las complejas geografías de la política


educativa: tres estudios de caso TT - The
complex geographies of educational policy:
three case studies TT - Les complexes Educação & Sociedade, 34(125), 1229–
géographies de la politique éducative: trois 1249. https://doi.org/10.1590/S0101-
études de cas. 73302013000400011

SUBSIDIOS AL ALUMNO O A LA ESCUELA: Cuadernos de economía, 39(117), 175–202.


EFECTOS SOBRE LA ELECCION DE COLEGIOS https://doi.org/10.4067/S0717-
PUBLICOS. 68212002011700002

¿Por qué los estudiantes se cambian de


escuela? Análisis desde las decisiones Perfiles educativos, 35(140), 48–62. Retrieved
familiares TT - Why students change of from http://www.scielo.org.mx/scielo.php?
school? An Analysis starting from the family script=sci_arttext&pid=S0185-
decisions. 26982013000200004&lang=pt
Movilidad escolar en Chile: Análisis de las
implicancias para la calidad y equidad de la
educación TT - School mobility in Chile:
Analysis of the implications for the quality and Estudios pedagógicos (Valdivia), 37(1), 53–69.
equity of education TT - Mobilidade escolar https://doi.org/10.4067/S0718-
no Chile: Análise das implicaç. 07052011000100003
Abstract Thesis / Methods
Reference Author(s) Year Title J

Armstrong, D., Bunting,


V., & Larsen, J. (2009).
Academies : a model for
school evaluation. Armstrong, D., Academies : a
Management in Bunting, V., & 2009 model for school Management in Education
Education, 23(3), 118– Larsen, J. evaluation.
124.
https://doi.org/10.1177/
0892020609105805

Curtis, A., & Curtis, A.


(2009). Academies and
School Diversity.
Management in Curtis, A., & 2009 Academies and
Education, 23(3), 113– Curtis, A. School Diversity. Management in Education
117.
https://doi.org/10.1177/
0892020609105804

Davies, B., & Davies, B. J.


(2010). Talent
management in
academies. International Davies, B., & Talent
2010 management in International Journal of
Journal of Educational Davies, B. J. Educational Management
Management, 24(5), academies.
418–426.
https://doi.org/10.1108/
09513541011055983

Glatter, R. (2009). Let’s


Look at Academies
Systemically. Let’s Look at
Management in Glatter, R. 2009 Academies Management in Education
Education, 23(3), 104– Systemically.
107.
https://doi.org/10.1177/
0892020609105802
Gorard, S. (2005).
Academies as the “future Academies as
of schooling”: Is this an the “future of
evidence-based policy? Gorard, S. 2005 schooling”: Is Journal of Education Policy
Journal of Education this an evidence-
Policy, 20(3), 369–377. based policy?
https://doi.org/10.1080/
02680930500117321

Gorard, S. (2009). What


are Academies the
answer to? Journal of What are
Education Policy, 24(1), Gorard, S. 2009 Academies the Journal of Education Policy
101–113. answer to?
https://doi.org/10.1080/
02680930802660903

Gorard, S. (2014). The


link between Academies The link
in England, pupil between
outcomes and local Academies in
patterns of socio- England, pupil
economic segregation 2014 outcomes and Research Papers in
Gorard, S.
between schools. local patterns of Education
Research Papers in socio-economic
Education, 29(3), 268– segregation
284. between
https://doi.org/10.1080/ schools.
02671522.2014.885726
Green, E. (2009).
Corporate Features and
Faith-Based Academies. Corporate
Management in 2009 Features and
Green, E. Management in Education
Education, 23(3), 135– Faith-Based
138. Academies.
https://doi.org/10.1177/
0892020609105809

Green, E. (2012).
Analysing religion and
education in Christian Analysing
academies. British religion and British Journal of Sociology
Journal of Sociology of Green, E. 2012 education in of Education
Education, 33(3), 391– Christian
407. academies.
https://doi.org/10.1080/
01425692.2012.659456

Green, E. (2014). The


negotiation and The negotiation
articulation of identity, and articulation
position and ethos in of identity,
joint church academies. Green, E. Research Papers in
2014 position and
Research Papers in Education
ethos in joint
Education, 29(3), 285– church
299. academies.
https://doi.org/10.1080/
02671522.2014.885727
Gunter, H., Woods, P., &
Woods, G. (2008).
Researching academies in Gunter, H., Researching
England. Management in Woods, P., & 2008 academies in Management in Education
Education, 22(4), 3–7. Woods, G. England.
https://doi.org/10.1177/
0892020608096057

Hatcher, R. (2008).
Academies and diplomas:
Academies and
Two strategies for diplomas: Two
shaping the future
2008 strategies for Oxford Review of
workforce. Oxford Review Hatcher, R. shaping the Education,
of Education, 34(6), 665– future
676. workforce.
https://doi.org/10.1080/
03054980802518870

Hatcher, R. (2008). Selling Selling


Academies : local
Academies: local
democracy and the
2008 democracy and Journal for Critical
management of “ Hatcher, R. the Education Policy Studies
consultation .” Journal for management of
Critical Education Policy “consultation”
Studies, 6(2), 21–36.

Hatcher, R. (2009).
Setting up Academies,
campaigning against Setting up
them. Management in Hatcher, R. 2009 Academies, Management in Education
Education, 23(3), 108– campaigning
112. against them.
https://doi.org/10.1177/
0892020609105803
Hatcher, R., & Jones, K.
(2017). Researching
Resistance : Campaigns Researching
against Academies in Resistance :
England Source : British Campaigns
Journal of Educational against
Studies , Vol . 54 , No . 3 , Hatcher, R., & British Journal of
2017 Academies in
Jones, K.
Social Justice and England Source : Educational Studies
Education : New and British Journal of
Continuing Themes Educational
( Sep ., 2006 ), pp. British Studies
Journal of Educational
Studies, 54(3), 329–351.

Smith, P., & Abbott, I.


(2014). Local responses
to national policy.
Educational Management Smith, P., & Local responses Educational Management
Administration & 2014 to national Administration &
Leadership, 42(3), 341– Abbott, I. policy. Leadership
354.
https://doi.org/10.1177/
1741143214521593
West, A. (2014). Academies in
Academies in England England and
and independent schools independent
(fristående skolor) in schools
Sweden: policy,
2014 (fristående Research Papers in
privatisation, access and West, A. skolor) in Education
segregation. Research Sweden: policy,
Papers in Education, privatisation,
29(3), 330–350. access and
https://doi.org/10.1080/ segregation.
02671522.2014.885732

West, A. (2015).
Education policy and Education policy
governance in England and governance
under the Coalition in England under
Government (2010–15): the Coalition
Academies, the pupil 2015 Government London Review of
premium, and free early West, A. (2010–15): Education
education. London Academies, the
Review of Education, pupil premium,
13(2). and free early
https://doi.org/10.18546 education.
/LRE.13.2.03
West, A., & Bailey, E.
(2013). The Development The
of the Academies Development of
Programme: “Privatising” the Academies
School-Based Education West, A., & Programme: British Journal of
in England 1986-2013. 2013 “Privatising”
Bailey, E. Educational Studies
British Journal of School-Based
Educational Studies, Education in
61(2), 137–159. England 1986-
https://doi.org/10.1080/ 2013.
00071005.2013.789480

Wilkins, A. (2012). Public


battles and private Public battles
takeovers: Academies and private
and the politics of takeovers:
educational governance. Wilkins, A. Journal of Pedagogy /
2012 Academies and
Journal of Pedagogy / Pedagogický Casopis
the politics of
Pedagogický Casopis, educational
3(1), 11–29. governance.
https://doi.org/10.2478/
v10159-012-0001-0

Woods, G. J., & Woods, P.


A. (2009). Day of
dialogue. Management in Woods, G. J., & 2009 Day of dialogue. Management in Education
Education, 23(3), 96–99. Woods, P. A.
https://doi.org/10.1177/
0892020609105800
Changing school
Machin, S., & Vernoit, J.
autonomy:
(2011). Changing School academy and
Autonomy: Academy Centre for economics of
Machin Vernoit 2011 their
Schools and their introduction to education
Introduction to England’s england's
Education. London. education

Eyles, A., Machin, S., &


McNally, S. (2017).
Unexpected school
reform: Academisation of Unexpected
primary schools in school reform
England (CEP Discussion Eyles Machin 2016 academisation of Centre for economic
McNally performance
Paper No. 1455). Journal promary schools
of Public Economics. in England
London.
https://doi.org/10.1016/j
.jpubeco.2017.09.004

Eyles, A., Machin, S., &


Silva, O. (2015).
Eyles Machin 2015 Academies 2: Centre for economic
Academies 2: The New Silva the new batch performance
Batch (Discussion Paper
No. 1370).

Are England’s
Academies More
Wilson, J. (2011). Are Inclusive or
England’s Academies More
More Inclusive or More
2011 ‘Exclusive’? The Centre for the economics
“Exclusive”? The Impact Wilson Impact of of education
of Institutional Change on Institutional
the Pupil Profile of Change on the
Schools. London. Pupil Profile of
Schools
Mcnally, S. (2015). A
series of background
briefings on the policy
issues in the May 2015
Schools: te
UK General Election evidence on
Schools: the evidence on
2015 academies Centre for economic
academies, resources and McNally resources and performance LSE
pupil performance CEP pupil
ELECTION ANALYSIS performance
Schools: the Evidence on
Academies, Resources
and Pupil Performance
(CEP No. 23). London.

Banding and
Noden, P., West, A., & ballots.
Hind, A. (2014). Banding Swecondary
and Ballots Secondary schools
school admissions in Noden, West 2014 admissions in LSE y The Sutton Trust
England: Admissions in Hind England:
2012/13 and the impact Admissions in
of growth of Academies. 2012/13 and the
London. impact of growth
of academies

Machin, S., & Silva, O.


School Structure
(2013). School Structure,
2013 School Centre for economic
School Autonomy and Machin Silva autonomy and performance
the Tail (Special Paper the Tail
No. 29). London.
Bertoni, M., Gibbons, S.,
& Silva, O. (2017). What’s Whats in a name
in a Name? Expectations, Expectations
Heuristics and Choice
During a Period of Radical Bertoni, Gibbons 2017 heuristics and Centre for economic
Silva choice during a performance
School Reform (CEP period of radical
Discussion Paper No. school reform
1477). Statistics Norway
Oslo. London.

Eyles, A., & Machin, S. The introduction


(2015). The Introduction of academy
of Academy Schools to Centre for economic
England’s Education (CEP Eyles Machin 2015 schools to performace
england s
Discussion Paper No. Education
1368). London.

Titcombe, R. (2008). How


Academies Threaten the
Comprehensive How academies
Curriculum. FORUM, 2008 threaten the
50(1), 49–59. Retrieved Titcombe comprehensive Forum
from curriculum
www.wwwords.co.uk/FO
RUM
Chapman, C. (2013).
Academy Federations, Academy
Chains, and Teaching federations
Schools in England:
chains and
Reflections on
2013 teaching schools Jounal of school choice
Leadership, Policy, and Chapman in england
Practice. Journal of reflections on
School Choice, 7(3), 334– leadership policy
352. and practice
https://doi.org/10.1080/
15582159.2013.808936

Kauko, J., & Salokangas,


M. (2015). The evaluation
and steering of English The evaluation
academy schools through and steering of
inspection and English academy
examinations: National schools through
Kauko Salokangas 2015 inspection and British education research
visions and local journal
practices. British examinations:
Educational Research national visions
Journal, 41(6), 1108– and local
1124. practices
https://doi.org/10.1002/
berj.3184
Gorard, S. (2017). The
complex determinants of
school intake
The complex
characteristics and determinants of
segregation, England school intake
1989 to 2014. Cambridge Gorard 2017 characteristics Cambridge journal of
Journal of Education, and segregation educatio
46(1), 131–146. england 1989 to
https://doi.org/10.1080/ 2014
0305764X.2015.1045446
doi.org/10.1080/030576
4X.2015.1045446

Barker, B. (2012).
Comprehensive Schools
and the Future. FORUM, Comprehensive
54(1), 41–44. Retrieved Barker 2012 schools and the Forum
from future
www.wwwords.co.uk/FO
RUM

Miller, P., Craven, B., &


Tooley, J. (2014). Setting Setting up a free
up a free school:
school:
successful proposers’ Miller Craven Research Papers in
2014 successful
experiences. Research Tooley Education
proposers’
Papers in Education. experiences
https://doi.org/10.1080/
02671522.2014.885734
Mahony, P., & Hextall, I.
(2013). “Building Schools
for the Future”: Building schools
“Transformation” for for the future
social justice or
2013 transformation British educational
expensive blunder? Mahony for social justice research journal
British Educational or expensive
Research Journal, 39(5), blunder
853–871.
https://doi.org/10.1002/
berj.3001

Keddie, A. (2014). It’s like Its like


Spiderman. with great spiderman…with
power comes great great power
responsibility: School
comes great
autonomy, school context
2014 responsibility: School Leadership &
and the audit culture. Keddie school Management
School Leadership and autonomy
Management, 34(5), aschool context
502–517. and the audit
https://doi.org/10.1080/ culture
13632434.2014.938040

Chitty, C. (2007). The


The malign
malign effects of faith Chitty 2007 effects orf faith Forum
schools. Forum, 49(3), schools
229–236.
Gamarnikow, E., & Green,
A. (2007). Social Social capitalism
capitalism and and educational
educational policy policy
democracy Gamarnikow 2007 democracy International studies in
professionalism and
social justice under New Green professionalism sociology of education
and social justice
Labour. International under new
Studies in Sociology Pf labour
Education, 17(4), 367–
388.

Flack, P. (2010). Another Another school


school is Possible: is Possible:
developing positive Flack, P. 2010 developing FORUM
alternatives to positive
academies. FORUM, alternatives to
52(2), 233–239. academies.

Evans, J. (2014). Equity


and inclusion in physical Equity and
education PLC. European
2014 inclusion in European Physical
Physical Education Evans, J. physical Education Review.
Review. education PLC.
https://doi.org/10.1177/
1356336X14524854

Evans, J., & Davies, B.


(2015). Neoliberal Neoliberal
freedoms, privatisation freedoms,
and the future of physical Evans, J., & 2015 privatisation and Sport, Education and
education. Sport, Davies, B. the future of Society.
Education and Society. physical
https://doi.org/10.1080/ education.
13573322.2014.918878
Bhattacharya, B. (2013). Academy
Academy Schools in
Bhattacharya, B. 2013 Schools in Childhood Education
England. Childhood England.
Education, 89(2), 94–98.

Wilkins, C. (2015).
Education reform in Education
England: Quality and reform in
equity in the
2015 England: Quality International Journal of
performative school. Wilkins, C. and equity in the Inclusive Education.
International Journal of performative
Inclusive Education. school.
https://doi.org/10.1080/
13603116.2015.1044202

Sammons, P. (2008). Zero Zero tolerance of


tolerance of failure and failure and New
New Labour approaches Labour
to school improvement in Sammons, P. 2008 approaches to Oxford Review of
England. Oxford Review Education.
school
of Education. improvement in
https://doi.org/10.1080/ England.
03054980802518847

Harris, R. (2009). Southhampton:


Southhampton: a case a case study on
study on why Academies Harris, R. 2009 why Academies FORUM
are not the answer. are not the
FORUM, 51(2), 205–214. answer.

Gillard, D. (2008). Blair’s Blair’s


academies: the story so Gillard, D. 2008 academies: the FORUM
far. FORUM, 50(1), 11– story so far.
22.
Keddie, A. (2015). New
modalities of state New modalities
power: Neoliberal of state power:
responsibilisation and the Neoliberal
2015 responsibilisatio International Journal of
work of academy chains. Keddie, A. Inclusive Education.
International Journal of n and the work
Inclusive Education. of academy
https://doi.org/10.1080/ chains.
13603116.2015.1044205

Hatcher, R. (2006).
Privatization and Privatization and
sponsorship: The re-
sponsorship: The
agenting of the school
2006 re-agenting of Journal of Education
system in England. Hatcher, R. the school Policy.
Journal of Education system in
Policy. England.
https://doi.org/10.1080/
02680930600866199

Heilbronn, R. (2016).
Freedoms and Perils:
Freedoms and
Academy Schools in
2016 Perils: Academy Journal of Philosophy of
England. Journal of Heilbronn, R. Schools in Education.
Philosophy of Education. England.
https://doi.org/10.1111/
1467-9752.12188
Reference Author(s) Year Title J
Ball, S. J. (1994). Political Ball, S. J. 1994 Political interviews and the In Geoffrey Walford
interviews and the politics politics of interviewing. (Ed.), Researching
of interviewing. In Geoffrey the powerful in
Walford (Ed.), Researching education (1st ed.,
the powerful in education pp. 96–115).
(1st ed., pp. 96–115). London: UCL Press.
London: UCL Press.

Ball, S. J. (1994). Ball, S. J. 1994 Researching Inside the In David Halpin &
Researching Inside the State: Issues in the Barry Troyna (Eds.),
State: Issues in the Interpretation of Elite Researching
Interpretation of Elite Interviews. Education Policy
Interviews. In David Halpin Ethical and
& Barry Troyna (Eds.), Methodological
Researching Education Issues (1st ed., pp.
Policy Ethical and 107–120). The
Methodological Issues (1st Falmer Press. Social
ed., pp. 107–120). The Research and
Falmer Press. Social Educational Studies
Research and Educational Series.
Studies Series.

Ball, S. J. (1997). Policy Ball, S. J. 1997 Policy sociology and British Educational
sociology and critical social critical social research: a Research Journal,
research: a personal review personal review of recent 23(3), 257–274.
of recent education policy education policy and
and policy research. British policy research.
Educational Research
Journal, 23(3), 257–274.
Ball, S. J. (1998). Big Ball, S. J. 1998 Big policies/small world: Comparative
policies/small world: An An introduction to Education, 34(2),
introduction to international perspectives 119–130.
international perspectives in education policy.
in education policy.
Comparative Education,
34(2), 119–130.

Ball, S. J. (2007). Education Ball, S. J. 2007 Education PLC


PLC Understanding private Understanding private
sector participation in sector participation in
public sector education. public sector education.

Ball, S. J. (2009). Beyond Ball, S. J. 2009 Beyond networks? A brief Political Studies.
networks? A brief response response to “which https://doi.org/10.1
to “which networks matter networks matter in 111/j.1467-
in education governance?” education governance?” 9248.2009.00805.x
Political Studies.
https://doi.org/10.1111/j.1
467-9248.2009.00805.x

Ball, S. J. (2009). Privatising Ball, S. J. 2009 Privatising education, Journal of Education


education, privatising privatising education Policy, 24(1), 83–99.
education policy, privatising policy, privatising https://doi.org/10.1
educational research: educational research: 080/026809308024
network governance an the network governance an 19474
“competition state.” Journal the “competition state.”
of Education Policy, 24(1),
83–99.
https://doi.org/10.1080/02
680930802419474
Ball, S. J. (2013). Education, Ball, S. J. 2013 Education, Justice and
Justice and Democracy. The Democracy. The struggle
struggle over ignorance and over ignorance and
opportunity. opportunity.

Ball, S. J., & Exley, S. (2010). Ball, S. J., & 2010 Making policy with “good Journal of Education
Making policy with “good Exley, S. ideas”: policy networks Policy, 25(2), 151–
ideas”: policy networks and and the “intellectuals” of 169.
the “intellectuals” of New New Labour. https://doi.org/http
Labour. Journal of ://dx.doi.org/10.10
Education Policy, 25(2), 80/0268093090348
151–169. 6125
https://doi.org/http://dx.do
i.org/10.1080/0268093090
3486125

Ball, S. J., & Olmedo, A. Ball, S. J., & 2013 Care of the self, resistance Critical Studies in
(2013). Care of the self, Olmedo, A. and subjectivity under Education, 54(1),
resistance and subjectivity neoliberal 85–96.
under neoliberal governmentalities. https://doi.org/10.1
governmentalities. Critical 080/17508487.201
Studies in Education, 54(1), 3.740678
85–96.
https://doi.org/10.1080/17
508487.2013.740678

Ball, S. J., & Youdell, D. Ball, S. J., & 2007 Privatización encubierta In Informe
(2007). Privatización Youdell, D. en la educación. preliminar
encubierta en la educación. presentado en el V
In Informe preliminar Congreso Mundial
presentado en el V de la educación
Congreso Mundial de la celebrado en Julio
educación celebrado en de.
Julio de.
Ball, S. J., Hoskins, K., Ball, S. J., 2011 Disciplinary texts: a policy Critical Studies in
Maguire, M., & Braun, A. Hoskins, K., analysis of national and Education, 52(1), 1–
(2011). Disciplinary texts: a Maguire, local behaviour policies. 14.
policy analysis of national M., & Braun, https://doi.org/10.1
and local behaviour A. 080/17508487.201
policies. Critical Studies in 1.536509
Education, 52(1), 1–14.
https://doi.org/10.1080/17
508487.2011.536509

Ball, S. J., Maguire, M., & Ball, S. J., 2012 How schools do policy. Routledge.
Braun, A. (2012). How Maguire, Policy enactments ini
schools do policy. Policy M., & Braun, secondary schools.
enactments ini secondary A.
schools. Routledge.

Ball, S. J., Maguire, M., Ball, S. J., 2011 Policy actors: doing policy Discourse: Studies
Braun, A., & Hoskins, K. Maguire, work in schools. in the Cultural
(2011). Policy actors: doing M., Braun, Politics of
policy work in schools. A., & Education, 32(4),
Discourse: Studies in the Hoskins, K. 625–639.
Cultural Politics of https://doi.org/10.1
Education, 32(4), 625–639. 080/01596306.201
https://doi.org/10.1080/01 1.601565
596306.2011.601565
Braun, A., Ball, S. J., Braun, A., 2011 Taking context seriously: Discourse: Studies
Maguire, M., & Hoskins, K. Ball, S. J., towards explaining policy in the Cultural
(2011). Taking context Maguire, enactments in the Politics of
seriously: towards M., & secondary school. Education, 32(4),
explaining policy Hoskins, K. 585–596.
enactments in the (2011). https://doi.org/10.1
secondary school. Taking 080/01596306.201
Discourse: Studies in the context 1.601555
Cultural Politics of seriously:
Education, 32(4), 585–596. towards
https://doi.org/10.1080/01 explaining
596306.2011.601555 policy
enactments
in the
secondary
school.
Discourse:
Studies in
the Cultural
Politics of
Education,
32(4), 585–
Braun, A., Maguire, M., & Braun, A., 2010 Policy enactments in the Journal of Education
Ball, S. J. (2010). Policy Maguire, UK secondary school: Policy, 25(4), 547–
enactments in the UK M., & Ball, S. examining policy, practice 560.
secondary school: J. and school positioning. https://doi.org/10.1
examining policy, practice 080/026809310036
and school positioning. 98544
Journal of Education Policy,
25(4), 547–560.
https://doi.org/10.1080/02
680931003698544
Fitzgerald, T., & Gunter, H. Fitzgerald, 2017 Debating the agenda: the Journal of
(2017). Debating the T., & Gunter, incremental uberisation of Educational
agenda: the incremental H. the field. Administration and
uberisation of the field. History, 49(4), 257–
Journal of Educational 263.
Administration and History, https://doi.org/10.1
49(4), 257–263. 080/00220620.201
https://doi.org/10.1080/00 7.1342980
220620.2017.1342980

Gunter, H. (2000). Thinking Gunter, H. 2000 Thinking Theory: The field British Journal of
Theory: The field of of education management Sociology of
education management in in England and Wales. Education, 21(4),
England and Wales. British 623–635.
Journal of Sociology of https://doi.org/10.1
Education, 21(4), 623–635. 080/713655368
https://doi.org/10.1080/71
3655368

Gunter, H. (2001). Gender, Gunter, H. 2001 Gender, Identity and Gender and
Identity and Working Lives. Working Lives. Education, 13(4),
Gender and Education, 451–455.
13(4), 451–455. https://doi.org/10.1
https://doi.org/10.1080/09 080/095402501200
540250120081841 81841

Gunter, H. (2002). Purposes Gunter, H. 2002 Purposes and Positions in Educational


and Positions in the Field of the Field of Education Management &
Education Management. Management. Administration,
Educational Management & 30(1), 7–26.
Administration, 30(1), 7–26.
Gunter, H. (2003). Gunter, H. 2003 Intellectual histories in the International
Intellectual histories in the field of education Journal of
field of education management in the UK. Leadership in
management in the UK. Education, 6(4),
International Journal of 335–349.
Leadership in Education, https://doi.org/10.1
6(4), 335–349. 080/136031203200
https://doi.org/10.1080/13 0150733
60312032000150733

Gunter, H. (2013). On not Gunter, H. 2013 On not researching school London Review of
researching school leadership: the Education, 11(3),
leadership: the contribution contribution of S. J. Ball. 218–228.
of S. J. Ball. London Review https://doi.org/10.1
of Education, 11(3), 218– 080/14748460.201
228. 3.840982
https://doi.org/10.1080/14
748460.2013.840982

Gunter, H. (2013). Gunter, H. 2013 Researching and Journal of


Researching and conceptualising the field. Educational
conceptualising the field. Administration and
Journal of Educational History, 45(2), 201–
Administration and History, 212.
45(2), 201–212. https://doi.org/10.1
https://doi.org/10.1080/00 080/00220620.201
220620.2013.768967 3.768967
Gunter, H. (2015). The Gunter, H. 2015 The politics of education International
politics of education policy policy in England. Journal of Inclusive
in England. International Education, 43(4),
Journal of Inclusive 1360–1316.
Education, 43(4), 1360– https://doi.org/10.1
1316. 080/13603116.201
https://doi.org/10.1080/13 5.1044206
603116.2015.1044206

Gunter, H., & Fitzgerald, T. Gunter, H., 2012 The pendulum swings: but Journal of
(2012). The pendulum & Fitzgerald, where? Part II. Educational
swings: but where? Part II. T. Administration and
Journal of Educational History, 44(1), 1–3.
Administration and History, https://doi.org/10.1
44(1), 1–3. 080/00220620.201
https://doi.org/10.1080/00 1.634500
220620.2011.634500

Gunter, H., & Fitzgerald, T. Gunter, H., 2013 New Public Management Journal of
(2013). New Public & Fitzgerald, and the modernisation of Educational
Management and the T. education system. Administration and
modernisation of education History, 45(3), 213–
system. Journal of 219.
Educational Administration https://doi.org/http
and History, 45(3), 213– ://www.tandfonline.
219. com/action/showCit
https://doi.org/http://www. Formats?
tandfonline.com/action/sho doi=10.1080/00220
wCitFormats? 620.2013.796914
doi=10.1080/00220620.201
3.796914
Gunter, H., & Fitzgerald, T. Gunter, H., 2013 New Public Management Journal of
(2013). New Public & Fitzgerald, and the modernisation of Educational
Management and the T. education systems 1. Administration and
modernisation of education History, 45(3), 213–
systems 1. Journal of 219.
Educational Administration https://doi.org/10.1
and History, 45(3), 213– 080/00220620.201
219. 3.796914
https://doi.org/10.1080/00
220620.2013.796914

Gunter, H., & Fitzgerald, T. Gunter, H., 2015 Educational administration Journal of
(2015). Educational & Fitzgerald, and neoliberalism: Educational
administration and T. historical and Administration and
neoliberalism: historical contemporary History, 47(2), 101–
and contemporary perspectives. 104.
perspectives. Journal of https://doi.org/10.1
Educational Administration 080/00220620.201
and History, 47(2), 101– 5.1002388
104.
https://doi.org/10.1080/00
220620.2015.1002388
Gunter, H., & Ribbins, P. Gunter, H., 2003 Challenging Orthodoxy in School Leadership &
(2003). Challenging & Ribbins, P. School Leadership Studies: Management,
Orthodoxy in School Knowers, knowing and 23(2), 129–147.
Leadership Studies: knowledge? https://doi.org/10.1
Knowers, knowing and 080/136324303200
knowledge? School 0091922
Leadership & Management,
23(2), 129–147.
https://doi.org/10.1080/13
63243032000091922

Gunter, H., & Ribbins, P. Gunter, H., 2003 The Field of Educational British Journal of
(2003). The Field of & Ribbins, P. Leadership: Studying Maps Educational Studies,
Educational Leadership: and Mapping Studies. 51(3), 254–281.
Studying Maps and https://doi.org/10.1
Mapping Studies. British 111/1467-8527.t01-
Journal of Educational 1-00238
Studies, 51(3), 254–281.
https://doi.org/10.1111/14
67-8527.t01-1-00238

Gunter, H., & Thomson, P. Gunter, H., 2009 The makeover: a new logic Educational Review,
(2009). The makeover: a & Thomson, in leadership development 61(4), 469–483.
new logic in leadership P. in England. https://doi.org/10.1
development in England. 080/001319109034
Educational Review, 61(4), 04020
469–483.
https://doi.org/10.1080/00
131910903404020
Gunter, H., Woods, P., & Gunter, H., 2008 Researching academies in Management in
Woods, G. (2008). Woods, P., & England. Education, 22(4), 3–
Researching academies in Woods, G. 7.
England. Management in https://doi.org/10.1
Education, 22(4), 3–7. 177/089202060809
https://doi.org/10.1177/08 6057
92020608096057

Hall, D., Gunter, H., & Bragg, Hall, D., 2011 The discursive Management in
J. (2011). The discursive Gunter, H., performance of leadership Education, 25(1),
performance of leadership & Bragg, J. in schools. 32–36.
in schools. Management in https://doi.org/10.1
Education, 25(1), 32–36. 177/089202061038
https://doi.org/10.1177/08 7756
92020610387756

Maguire, M., Braun, A., & Maguire, 2015 “Where you stand Discourse: Studies
Ball, S. J. (2015). “Where M., Braun, depends on where you in the Cultural
you stand depends on A., & Ball, S. sit”: the social Politics of
where you sit”: the social J. construction of policy Education, 36(4),
construction of policy enactments in the 485–499.
enactments in the (English) (English) secondary https://doi.org/10.1
secondary school. school. 080/01596306.201
Discourse: Studies in the 4.977022
Cultural Politics of
Education, 36(4), 485–499.
https://doi.org/10.1080/01
596306.2014.977022
Maguire, M., Perryman, J., Maguire, 2011 The ordinary school – British Journal of
Ball, S. J., & Braun, A. M., what is it? Sociology of
(2011). The ordinary school Perryman, Education, 32(1), 1–
– what is it? British Journal J., Ball, S. J., 16.
of Sociology of Education, & Braun, A. https://doi.org/10.1
32(1), 1–16. 080/01425692.201
https://doi.org/10.1080/01 1.527718
425692.2011.527718

Woods, P., Woods, G., & Woods, P., 2007 Academy schools and Journal of
Gunter, H. (2007). Academy Woods, G., entrepreneurialism in Educational Policy,
schools and & Gunter, H. education. 22(2), 237–259.
entrepreneurialism in https://doi.org/http
education. Journal of ://www.tandfonline.
Educational Policy, 22(2), com/action/showCit
237–259. Formats?
https://doi.org/http://www. doi=10.1080/02680
tandfonline.com/action/sho 930601158984
wCitFormats?
doi=10.1080/02680930601
158984
S N Reference Author(s) Year Title J Abstract Thesis / Methods
Resuptados mixtos, no hay un

Management in Education
resultado positivo /negativo a
Armstrong, D., Bunting, secas. Five years longitudinal
V., & Larsen, J. (2009). evaluation. 27 academies.
Academies : a model for Modelo y objetivos.
school evaluation. Armstrong, D., Academies : a Resultados cuantitativos y
1I 1 Management in Bunting, V., & 2009 model for school NA evaluacion por varias
Education, 23(3), 118– Larsen, J. evaluation. dimensiones.
124.
https://doi.org/10.1177/
0892020609105805

Evolucion de academies,
Curtis, A., & Curtis, A. desde negocios e iglesia a las
universidades y local

Management in
(2009). Academies and
School Diversity. authorities. Es un cambio

Education
significativo?. Info secundaria
5 Management in Curtis, A., & 2009 Academies
2I
and
Education, 23(3), 113– Curtis, A. School Diversity. NA
117.
https://doi.org/10.1177/
0892020609105804

Purpose – Academies are semi-autonomous schools set up Esboza algo asi como una
outside the normal local government structures with metodologiam, relacionada a
formas/propuesta de

International Journal of Educational


sponsors from business and charity groups to create new
identificar talento.
and innovative ways of creating and sustaining school
Davies, B., & Davies, B. J. transformation. The aim of this paper is to assist in a
(2010). Talent strategic conversation within the academy movement on

Management
management in talent development. Design/methodology/approach – The
academies. International Davies, B., & Talent
3I 6 Journal of Educational 2010 management in paper looks at talent identification, talent development and
Davies, B. J. establishing a talent culture. It provides points in the text
Management, 24(5), academies.
418–426. for readers to reflect on their own talent practice and
https://doi.org/10.1108/ provides case examples from current academies. Findings –
09513541011055983 The paper shows that the longer-term sustainability of the
academy movement needs to address the key issue of
developing leadership talent. Originality/value – The paper
provides an original and useful framework for developing
talent management in academies.
Autonomia, la bala

Management in Education
magica.Hacia un enfoque
Glatter, R. (2009). Let’s holistico. Academies como un
Look at Academies factor en contexto mas que
Systemically. en soledad.
Let’s Look at
7 Management
4I
in Glatter, R. 2009 Academies NA
Education, 23(3), 104– Systemically.
107.
https://doi.org/10.1177/
0892020609105802

A programme of City Academies was announced by the Analisis de tres escuelas que
Secretary of State for Education for England in 2000. These empezaron el 2002 con la
schools would be independent of local government control, sorpresa de que no hay
diferencias significativas con
have voluntary and private sector sponsors, and would otras escuelas en ningún

Journal of Education Policy


break the cycle of failing inner-city schools. The first three sentido. Academies con el
Gorard, S. (2005). Academies opened in 2002, and this paper considers how futuro… el futuro esta aqui…
Academies as the “future they have fared so far in terms of changes to their student
Academies as
of schooling”: Is this an intake and improvements in examination outcomes. Using
the “future of
8 evidence-based
5I
policy? Gorard, S. 2005 schooling”: Is figures from 1997 to 2003–2004 from the annual school
Journal of Education this an evidence- census and from the DfES Standards site, the paper shows
Policy, 20(3), 369–377. based policy? that there is no evidence that these schools are, in general,
https://doi.org/10.1080/
02680930500117321 performing any better for equivalent students than the
schools they replaced. Although the programme is at a
very early stage, this finding is important because it
contradicts the claims of the DfES and of the Academies
themselves and the determination of the government (at
time of writing) to expand the programme to 200 schools.
Misma cosa CEA. Metodoas
This paper builds upon an earlier analysis presented in this cuanti comparando cohortes.
journal. Using official figures for school compositions and
for outcomes at KS4 from 1997 to 2007, this paper
Journal of Education Policy

considers each of the annual cohorts of new Academies in


Gorard, S. (2009). What England, from 2002 to 2006. It shows that their level of
are Academies the success in comparison to their predecessors, national
answer to? Journal of What are
6I 9 Education Policy, 24(1), Gorard, S. 2009 Academies the averages, their changing compositions, and their changing
101–113. answer to? exam entry practices, are insubstantial. Of course some
https://doi.org/10.1080/ schools are gaining higher scores since Academisation, but
02680930802660903 others are gaining lower scores. Using the most recent
results available there is no clear evidence that Academies
produce better results than local authority schools with
equivalent intakes. The Academies programme therefore
presents an opportunity cost for no apparent gain.
This paper considers the pupil intakes to Academies in Relaciona segregacion a
academies, mediante el uso
England, and their attainment, based on a re-analysis of de metodos cuantitativos. No
figures from the Annual Schools Census 1989– 2012, the lo hacen mejor ni peor.
Department for Education School Performance Tables
2004–2012 and the National Pupil Database. It looks at the
national picture, and the situation for Local Education
Authorities, and also examines in more detail the
trajectories of the three original Academies. It confirms
Gorard, S. (2014). The earlier studies in finding no convincing evidence that

Research Papers in Education


link between Academies The link Academies are any more (or less) effective than the
in England, pupil between schools they replaced or are in competition with. The
outcomes and local Academies in prevalence of Academies in any area is strongly associated
patterns of socio- England, pupil with local levels of SES segregation, and this is especially
10 economic segregation 2014 outcomes
7I
and
Gorard, S. true of the more recent Converter Academies. Converter
between schools. local patterns of
Research Papers in socio-economic Academies, on average, take far less than their fair share
Education, 29(3), 268– segregation of disadvantaged pupils. Sponsor-led Academies, on the
284. between other hand, tend to take more than their fair share. Their
https://doi.org/10.1080/ schools. profiles are so different that they must no longer be
02671522.2014.885726 lumped together for analysis as simply ‘Academies’.
Academies are not shown to be the cause of local SES
segregation. Instead, they are merely more likely to appear
in areas that already have inequitable school mixes. This
means, of course, that Academies are not helping reduce
segregation (as was one of their original purposes) or
increase social justice in education, and the paper
concludes that homogeneous Maintained schools should be
preferred for this purpose.
Estudio etnografico
Management in Education academies de fe. Mismo
Green, E. (2009). estudio en esta seleccion.
Corporate Features and
Faith-Based Academies. Corporate
11 Management in 2009 Features
8I
and
Green, E. NA
Education, 23(3), 135– Faith-Based
138. Academies.
https://doi.org/10.1177/
0892020609105809
This paper asserts that the religious assumptions of Interaction faith and
institutional culture, based on

British Journal of Sociology of


Christian academies need to be fully examined in relation Bourdieu and the tradition of
Green, E. (2012). to any analysis of their cultural practices, impact or policy sociology of education and
Analysing religion and implications. It proposes that Bourdieu’s concepts of studies of religion. Estudio
education in Christian Analysing habitus, cultural capital and symbolic power can be etnografico. Ojo con el

Education
academies. British religion and framework y la especificidad
9I 12 Journal of Sociology of Green, E. 2012 education in broadened out from their traditional use in accounting for
social positioning in order to explore the interaction of de escuelas de fe.
Education, 33(3), 391– Christian
407. academies. religious faith and institutional culture. The emergent
https://doi.org/10.1080/ analytical framework outlined relies on series of theoretical
01425692.2012.659456 tools drawn from Bourdieu whose social theory and
concepts are already employed extensively in sociology of
education research and studies of religion.
This paper summarises the key findings of a research Green… ojo es la misma del
project into the identity, position and ethos of jointly estudio etnografico
sponsored church academies. The research sought to

Research Papers in Education


investigate how joint church academies are situated within
Green, E. (2014). The
negotiation and the field, how they relate to existing academies and the
The negotiation maintained church school sector and how they articulate
articulation of identity, and articulation their vision and ethos. Using a case study approach and
position and ethos in
of identity,
13 joint
10 I
church academies. Green, E. drawing on open interviews, documentary analysis and
2014 position and
Research Papers in non-participant observation the researcher had the unique
ethos in joint
Education, 29(3), 285– opportunity to document the process of opening two joint
church
299. academies. church academies and to compare this with data from a
https://doi.org/10.1080/
02671522.2014.885727 more established joint church academy. The research
questions were: how do jointly sponsored academies
articulate their objectives and Christian ethos, and what is
the relationship between school structures and the ethos of
the academy?
Investigando a las academies
Management in Education
en England: policy frames,
Gunter, H., Woods, P., & policy rationales, policy
Woods, G. (2008). discourses policy discourses,
Researching academies in Gunter, H., Researching policy outcomes, policy
11 I 14 England. Management in Woods, P., & 2008 academies in NA impacts, policy
Education, 22(4), 3–7. Woods, G. England. conceptualisation.
https://doi.org/10.1177/
0892020608096057
The unprecedented extent of privatisation of provision in Que pasa cuando los privados
the school system on a for‐profit basis is clearly one of the establecen una "integracion
most significant transformations accomplished by the Blair vertical" con empresas y
colegios… y la educacion no

Oxford Review of Education,


government. However, another aspect of private sector
Hatcher, R. (2008). es mas que "human K".
Academies and diplomas: involvement has proved much more problematic: the direct Reporte de agenda
Academies and involvement of employers in the formation of the future legislativa, politicos y analisis
Two strategies for
diplomas: Two workforce, in two forms: employer‐led vocationally‐oriented de documentos.
shaping the future
2008 strategies
12 I
for
15 workforce. Oxford Review Hatcher, R. diplomas and state schools—Academies—run by business
shaping the
of Education, 34(6), 665– interests. Both strategies remain key policies of the Brown
future
676. government and have been endorsed by the Conservative
workforce.
https://doi.org/10.1080/
03054980802518870 opposition. However, whether these two strategies can
provide the basis of a stable policy settlement depends
upon the extent to which they prove capable of delivering
the ‘human capital’ the economy is claimed to require. This
paper assesses the evidence.
Academies (state schools owned and run by private Describe la ruta de
sponsors on a non-profit basis) are a key element in privatizacion a nivel local;… a
Labour’s education agenda. Proposals to set up Academies, traves de una enumeración.

Journal for Critical Education Policy Studies


in most cases by taking over existing schools, have
provoked local campaigns of opposition in many areas.
Replacing a Local Authority with an Academy entails a
Hatcher, R. (2008). Selling process of consultation. Sponsors, acting in partnership
Selling with the Department for Children, Schools and Families,
Academies : local Academies: local and the Local Authority, are faced with the problem of how
democracy and the
2008 democracy
13 I
and
16 management of “ Hatcher, R. to manage the consultation process. This paper is based on
the
consultation .” Journal for a case study of one such process as experienced by
management of
Critical Education Policy teachers, school students and parents campaigning against
“consultation”
Studies, 6(2), 21–36.
a proposed Academy. It identifies the strategies employed
by its proponents and situates them in the context of
current debates about participation and local democracy. It
concludes that Academy consultation processes are best
understood as instances of state-driven governance
networks designed to construct compliance and
marginalise dissent.
Hatcher… academies, local
Management in Education

state and governance. The


Hatcher, R. (2009). management of the academy
Setting up Academies, development process.
campaigning against Setting up
17 them. Management in
14 I Hatcher, R. 2009 Academies, NA
Education, 23(3), 108– campaigning
112. against them.
https://doi.org/10.1177/
0892020609105803
Estudio a partir de
movimientos sociales para
analizar campañas. Framing
academies, arguing
opposition, structures and

British Journal of Educational Studies


Hatcher, R., & Jones, K. action
(2017). Researching This article uses social movement theory to analyse
Resistance : Campaigns Researching
against Academies in Resistance : campaigns against a new type of government-sponsored
England Source : British Campaigns school Academy - in four areas of England. It seeks to
Journal of Educational against identify the social composition of anti-Academy campaigns,
19 Studies , Vol . 54 , No . 3 , Hatcher,
15 I
R., & 2017 Academies in to track their encounters proponents of the new schools
Jones, K.
Social Justice and England Source : and to describe the characteristic forms their campaigning
Education : New and British Journal of strategies. In doing so, the article aims to help place
Continuing Themes Educational
( Sep ., 2006 ), pp. British Studies research into educational opposition and contestation
Journal of Educational closer to the centre of researchers' agendas
Studies, 54(3), 329–351.

Drawing on data from a series of semi-structured


interviews this article reports on findings from a research Aludiendo a opath
dependency y foucault, lgra
project focusing on the responses of two local authorities

Administration & Leadership


algo parecido al enactment.

Educational Management
Smith, P., & Abbott, I. and their secondary schools to the Academies Act 2010.
(2014). Local responses The article considers the background and the development
to national policy. of the education system in both localities. It goes on to
Educational Management Smith, P., & Local responses
16 I 24 Administration & 2014 to national focus on issues relating to collaboration, competition,
Leadership, 42(3), 341– Abbott, I. policy. independence and the re-structuring of school governance.
354. For the purposes of the analysis, our theoretical
https://doi.org/10.1177/ underpinnings drew upon path dependence and Michel
1741143214521593 Foucault’s theories of discourse and power. This framework
helped us to illuminate how local conditions had a
significant impact on responses to the national policy
agenda
Estudio comparatuivo Suecia
Academies (and free schools) in England and independent e Inglaterra, se pregunta
grant-aided schools, fristående skolor (or friskolor), in hasta que punto es posible
Sweden have been the subject of much academic debate, asociar los resultados a una
but there is a paucity of comparative research relating to politica de academies… y no
es en relaidad por otra razón

Research Papers in Education


West, A. (2014). policy development or outcomes. This paper adopts a subyacente.
Academies in
Academies in England comparative perspective, outlining the historical context,
England and
and independent schools then comparing the policy goals and development of the
independent
(fristående skolor) in two programmes from their inception. It is argued that the
schools
Sweden: policy,
17 I 26 privatisation, access and West, A. 2014 (fristående policy goals of the two programmes are underpinned by
skolor) in similar ideologies, but the policy outcomes have differed in
segregation. Research Sweden: policy, terms of the extent and type of ‘privatisation’. Two broad
Papers in Education, privatisation,
29(3), 330–350. themes related to equality of opportunity are then
access and
https://doi.org/10.1080/ explored: access to schools, and school composition and
segregation.
02671522.2014.885732 segregation. It is argued that the extent to which
differential school access and segregation can be attributed
to the introduction of independent schools in Sweden and
academies in England, is far from clear; it would be wrong
to assume that there is a single, simple explanation.

This paper explores the governance of school-based and Analiza el procveso el 2010-
early education in England under the Conservative–Liberal 2015, ya con los
Democrat Coalition Government (2010–15). It draws on convervadores. Funding
schools and the pupil
West, A. (2015). three prominent Coalition policy areas – the academies premium. Tipo de

London Review of Education


Education policy and Education policy programme, the pupil premium, and free part-time early gobernanza. No declara
governance in England and governance education – and focuses on changes to the role played by metodología.
under the Coalition in England under central government in governance; in so doing, it also
Government (2010–15): the Coalition makes contrasts with Wales and Scotland. An analysis of
27 Academies, the pupil
18 I 2015 Government
premium, and free early West, A. (2010–15): the funding and regulatory framework reveals that the role
education. London Academies, the of central government in England increased under the
Review of Education, pupil premium, Coalition Government and that of local government
13(2). and free early declined. These changes to governance have served to
https://doi.org/10.18546 education. centralize power on the one hand, and to facilitate and
/LRE.13.2.03 sustain markets in school-based and free early education
on the other; the same cannot be said of governance in
either Scotland or Wales, where democratically elected
local government continues to play a highly significant role.
Cambios y reversiones del
mismo proceso… cual es la
The secondary school system in England has undergone a

British Journal of Educational Studies


continuidad en este proceso.
rad- ical transformation since 2010 with the rapid Buena periodificacion.
West, A., & Bailey, E. expansion of independent academies run by private
(2013). The Development The
of the Academies Development of companies (‘academy trusts’) and funded directly by
Programme: “Privatising” the Academies central government. This paper examines the development
School-Based Education West, A., & Programme: of academies and their predecessors, city technology
19 I 28 in England 1986-2013. 2013 “Privatising” colleges, and explores the extent and nature of continuity
Bailey, E.
British Journal of School-Based and change. It is argued that processes of layering and
Educational Studies, Education in policy revision, together with austerity measures arising
61(2), 137–159. England 1986-
https://doi.org/10.1080/ 2013. from economic reces- sion, have resulted in a system-wide
00071005.2013.789480 change with private, non-profit-making companies, funded
by central government, rapidly replacing local authorities
as the main providers of secondary school education.

Abstract: Introduced to the British education system under Governanza educativa a


traves de dispositivos que
the Education Act 2002 and later enshrined in the New diluyen esa diferencia
Labour government White Paper Higher Standards, Better fundacional. Economia es el

Journal of Pedagogy / Pedagogický Casopis


Schools for All (DfES, 2005), the Academies policy was set metodo, el objetivo es
up to enable designated under-performing schools to ‘opt cambiar el alma. Repensando
out’ from the financial and managerial remit of Local redefiniendo la diferencia
Wilkins, A. (2012). Public entre los publico y lo privado.
battles and private Authorities (LAs) and enter into partnerships with outside
Public battles sponsors. A radical piece of policy legislation, it captured
takeovers: Academies and private New Labour’s commitment to (further) private sector
and the politics of takeovers:
29 educational
20 I
governance. Wilkins, A. involvement in public sector organisation – what might be
2012 Academies and
Journal of Pedagogy / termed a neoliberal or advanced liberal approach to
the politics of
Pedagogický Casopis, education reform. A consequence of this has been the
educational
3(1), 11–29. governance. expansion of school-based definitions of ‘public
https://doi.org/10.2478/
v10159-012-0001-0 accountability’ to encompass political, business, and other
interest groups, together with the enlargement of the
language of accountability itself. In this paper I address the
importance of rethinking conventional public/private,
political/commercial divides in light of these developments
and foreground the changing nature of state power in the
generation and assembly of different publics.
Es una suerte de gran lit
review a partir de un
encuentro liderado por los
Management in

Woods, G. J., & Woods, P.


A. (2009). Day of autores, hay un analisis de los
Education

distintos temas emergentes.


30 dialogue.
21 I
Management in Woods, G. J., & 2009 Day of dialogue. NA
Education, 23(3), 96–99. Woods, P. A.
https://doi.org/10.1177/
0892020609105800
Perfromance… data
In this paper, we study a high profile case – the modelling empirical results
introduction of academy schools into the English secondary external effects. 2001/2 y
school sector ‐ that has allowed schools to gain more 2008/9. CEA.
autonomy and flexible governance by changing their school
structure. We consider the impact of an academy school
conversion on their pupil intake and pupil performance and
possible external effects working through changes in the
pupil intake and pupil performance of neighbouring
schools. These lines of enquiry are considered over the

Centre for economics of education


school years 2001/02 to 2008/09. We bypass the selection
bias inherent in previous evaluations of academy schools
Changing school by comparing the outcomes of interest in academy schools
Machin, S., & Vernoit, J. to a specific group of comparison schools, namely those
autonomy:
(2011). Changing School state‐maintained schools that go on to become academies
academy and
1 Autonomy:
22 II
Academy Machin Vernoit 2011 their after our sample period ends. This approach allows us to
Schools and their introduction to produce a well balanced treatment and control group. Our
Introduction to England’s england's results suggest that moving to a more autonomous school
Education. London. education
structure through academy conversion generates a
significant improvement in the quality of their pupil intake
and a significant improvement in pupil performance. We
also find significant external effects on the pupil intake and
the pupil performance of neighbouring schools. All of these
results are strongest for the schools that have been
academies for longer and for those who experienced the
largest increase in their school autonomy. In essence, the
results paint a (relatively) positive picture of the academy
schools that were introduced by the Labour government of
1997‐2010. The caveat is that such benefits have, at least
for the schools we consider, taken a while to materialise.
The change of government in 2010 provoked a large Perfromance… data
structural change in the English education landscape. modelling empirical results
Unexpectedly, the new government offered primary external effects
schools the chance to have ‘the freedom and the power to
take control of their own destiny’, with better performing
schools given a green light to convert to become an

Centre for economic performance


academy school on a fast track. In England, schools that
Eyles, A., Machin, S., & become academies have more freedom over many ways in
McNally, S. (2017).
Unexpected school which they operate, including the curriculum, staff pay, the
reform: Academisation of Unexpected length of the school day and the shape of the academic
primary schools in school reform year. However, the change to allow primary school
2 England (CEP Discussion Eyles
23 II
Machin 2016 academisation of academisation has been controversial. In this paper, we
McNally
Paper No. 1455). Journal promary schools study the effect for the first primary schools that became
of Public Economics. in England academies. While the international literature provides
London.
https://doi.org/10.1016/j growing evidence on the effects of school autonomy in a
.jpubeco.2017.09.004 variety of contexts, little is known about the effects of
autonomy on primary schools (which are typically much
smaller than secondary schools) and in contexts where the
school is not deemed to be failing or disadvantaged. The
key finding is that schools did change their modes of
operation after the exogenous policy change, but at the
primary phase of schooling, academisation did not lead to
improved pupil performance
The English education system has undergone a large Compara dos cohortes con
restructuring programme through the introduction of distintos origenes. Dos
academy schools. The most salient feature of these schools generaciones de
is that, despite remaining part of the state sector, they establecimeintos sobre los
operate with more autonomy than the predecessor schools que no se puede establecer
they replace. Two distinct time periods of academy school ninguna comparacion seria.
Performance… data
introduction have taken place, under the auspices of modelling empirical results
different governments. The first batch was initiated in the external effects. Cuant. Tipo

Centre for economic performance


2002/03 school year by the Labour government of the time CEA.
and was directly aimed at turning around badly performing
schools. The second batch involved a mass academisation
Eyles, A., Machin, S., & process following the change of government in May 2010
Silva, O. (2015). and the Academies Act of that year and resulted in
Eyles Machin 2015 Academies
24 II
2:
3 Academies 2: The New increased heterogeneity of new academies. This paper
Silva the new batch
Batch (Discussion Paper compares the two batches of introduction with the aim of
No. 1370). getting a better understanding of their similarities and
differences. To do so, we study what types of schools were
more likely to change to academy status in the two
programmes, and the impact of this change on the quality
of new pupil enrolments into the new types of school.
Whilst we do point out some similarities, these are the
exception rather than the norm. For the most part, our
analysis reveals a number of marked dissimilarities
between the two programmes in terms of both the
characteristics of schools that become academies and the
subsequent changes in intakes.
Impacto de academies en
Centre for the economics of education
resultados… mejores
resultadoas asociados a
Are England’s mejor seleccion. Info tipo
Academies More reporte CEA. Mejoras quedan
Wilson, J. (2011). Are Inclusive or asociadas a mayor
England’s Academies
More estratificación.
More Inclusive or More
2011 ‘Exclusive’?
25 II
The
10 “Exclusive”? The Impact Wilson NA
Impact of
of Institutional Change on Institutional
the Pupil Profile of Change on the
Schools. London. Pupil Profile of
Schools
Paper a proposito de
elecciones y academies con el
uso de recursos y
performance. CEA

Centre for economic performance LSE


Mcnally, S. (2015). A
series of background
briefings on the policy
issues in the May 2015
Schools: te
UK General Election evidence on
Schools: the evidence on
26 II 11 academies, resources and McNally 2015 academies Paper a proposito de elecciones. Expansiond e free
resources and schools, y gestion de gobierno
pupil performance CEP pupil
ELECTION ANALYSIS performance
Schools: the Evidence on
Academies, Resources
and Pupil Performance
(CEP No. 23). London.

Bueno para analizar las


politicas de admision de
diferentes instituciones. Tipo
Banding and reporte. Cuant. Y repaso de

LSE y The Sutton Trust


Noden, P., West, A., & ballots. políticas.
Hind, A. (2014). Banding Swecondary
and Ballots Secondary schools Analiza las politicas de admision de 3000 escuerlas y
15 school admissions in Noden, West 2014 admissions
27 II
in
England: Admissions in Hind England: academies. Evolucion e impacto de academies en politicas
2012/13 and the impact Admissions in de admision/sekeccion
of growth of Academies. 2012/13 and the
London. impact of growth
of academies
In this paper, we survey the UK-based literature on school Como afectan los arreglos
structures and school autonomy to identify settings in que implican mayor
autonomia. Comparacion de
which alternative and more autonomous school resultados desde USA charter
arrangements can improve the educational attainments of y freee school de Suecia.
pupils in the bottom tail of the achievement distribution.
We also present new evidence on the effect of school
academies on the age-16 GCSE attainment of students of
different abilities up to 2009, before the Coalition

Centre for economic performance


Government changed the nature of the Labour academy
programme. Within the UK education system, academies
enjoy substantial autonomy in terms of management of
Machin, S., & Silva, O. their staff, taught curriculum, length of the school day and
School Structure
(2013). School Structure,
28 II 16 School Autonomy and Machin Silva 2013 School other aspects of their day-to-day functioning. Our results
autonomy and show that schools that converted to academies between
the Tail (Special Paper the Tail 2002 and 2007 improved their overall age-16 GCSEs
No. 29). London.
results by further raising the attainments of students in the
top half of the ability distribution, and in particular pupils in
the top 20% tail. Conversely, we find little evidence that
academies helped pupils in the bottom 10% and 20% of
the ability distribution. Finally, we find little evidence that
late converters (2008 and 2009) had any beneficial effects
on pupils of any ability. We conclude our research by
comparing the experience of UK academies to that of US
charter schools and Swedish free schools, and by providing
some insights into the reasons why UK academies did not
serve ‘the tail’ as is the case for some US charter schools.
Education policy worldwide has sought to incentivize school Estudio de tres cohortes, para
analizar efectos de academies
improvement and facilitate pupil-school matching by y comom las families forman
introducing reforms that promote autonomy and choice. preferencias en estos
Understanding the way in which families form preferences momentos de reformas.
during these periods of reform is crucial for evaluating the Señal de reconversion mas

Centre for economic performance


impact of such policies. We study the effects on choice of a informacion que tenian
Bertoni, M., Gibbons, S., recent shock to the English school system – the academy previamente.
& Silva, O. (2017). What’s programme – which gave existing state schools greater
Whats in a name
in a Name? Expectations, autonomy, but provided limited information on possible
Expectations
Heuristics and Choice
17 During a Period of Radical Bertoni, Gibbons 2017 heuristics
29 II
and expected benefits. We use administrative data on school
Silva choice during a applications for three cohorts of students to estimate
School Reform (CEP period of radical whether academy conversion changes schools’ popularity.
Discussion Paper No. school reform
1477). Statistics Norway We find that families – particularly non-poor, White British
Oslo. London. ones – rank converted schools higher on average. Expected
changes in composition, effectiveness and other school
policies cannot explain this updating of preferences.
Instead, the patterns suggest that families combine the
signal of conversion with prior information on quality,
popularity and proximity as a heuristic for assessing a
school’s expected future performance.
We study the origins of what has become one of the most Lo que el texto dice. CEA
radical and encompassing programmes of school reform
seen in the recent past amongst advanced countries – the
introduction of academy schools to English secondary

Centre for economic performace


education. Academies are state schools that are allowed to
run in an autonomous manner which is free from local
Eyles, A., & Machin, S. authority control. Almost all academies are conversions
The introduction from already existent state schools and so are school
(2015). The Introduction of academy
19 of
30 II
Academy Schools to takeovers that enable more autonomy. Our analysis shows
England’s Education (CEP Eyles Machin 2015 schools to
england s that this first round of academy conversions that took place
Discussion Paper No. in the 2000s generated significant improvements in the
Education
1368). London. quality of pupil intake and in pupil performance. There is
evidence of heterogeneity as improvements only occur for
schools experiencing the largest increase in their school
autonomy relative to their predecessor state. Analysis of 
mechanisms points to changes in head teachers and
management structure as key factors underpinning these
improvements in pupil outcomes.
ABSTRACT The Freedom of Information Act (FOI) was used Impacto de academies en una
serie de dimensiones,
over a three-year period to investigate the curriculum of respecto a informacion y su
state schools and academies. The resulting data has shown uso, Estudio para el examen y
that spectacular apparent school improvement, in terms of como se degrada el
five or more A*-C GCSE /GNVQ passes has been largely curriculum al logro de estos
brought about by the substitution of objetivos.
mainstream curriculum subjects by much easier vocational
alternatives with disproportionate and unjustifiable
equivalence to GCSE. Despite academies being exempt
from FOI, and their refusal, supported by DCSF, to reveal
Titcombe, R. (2008). How their subject examination results, strong evidence has been
Academies Threaten the found in individual cases of an extreme use of this strategy
Comprehensive How academies to boost headline results and league table performance.

Forum
35 Curriculum. FORUM, 2008 threaten
31 II
the Examples are given of worryingly degraded curriculum
50(1), 49–59. Retrieved Titcombe comprehensive opportunities in a number of academies for which data has
from curriculum been indirectly obtained, giving rise to concerns that some
www.wwwords.co.uk/FO or even all pupils in some of these schools are being
RUM
denied a right to a broad and balanced educational
experience appropriate to full participatory citizenship in a
modern European democracy. Private control of academies
is revealed as likely to give rise to the differentiation of
curriculum pathways with academic or vocational
outcomes designed to meet the needs of the business
interests of the sponsor. Questions are raised over the
ability of academies to staff a full range of subjects at
GCSE and sixth form level with serious consequences for
progression to higher education especially for those pupils
drafted at an early age into vocational pathways.
Evolucion de academies
desde hace 7 anos, resumen
Recent reforms in England include the aim of converting de investigación más larga.
Chapman, C. (2013). every school into an “independent state funded school,” an Mov Academies, academies
Academy Federations, por el cambio.
Jounal of school choice

Academy academy, and giving the strongest schools more


Chains, and Teaching responsibility for initial teacher education, offering
federations
Schools in England: professional development programs, and supporting the
chains and
Reflections on
2013 teaching
32 II
schools improvement of less successful schools. School leaders are
40 Leadership, Policy, and Chapman in england attempting to understand the new emerging landscape,
Practice. Journal of reflections on interpreting meanings, and considering how to respond.
School Choice, 7(3), 334– leadership policy
352. This article provides an overview of recent developments in
and practice
https://doi.org/10.1080/ policy and practice in England and a synthesis of a
15582159.2013.808936 program of research that has been tracking development
for the past 7 years.
The article analyses the redefinition and distribution of Dist y redist de poder entre
powers between central governance and local actors in centrao y local xactors. Data
English independent state-funded schooling. Earlier es entrevista a policy makers.
research on governance confirms the importance of the
local and the school level in reshaping national-level
reforms and steering policies. The research draws on data

British education research journal


Kauko, J., & Salokangas, from interviews with national-level policymakers and an
M. (2015). The evaluation ethnographic school case study, thereby yielding
and steering of English The evaluation
academy schools through and steering of contrasting views and perceptions of governance at the
inspection and English academy national level, and the day-to-day reality at the local level.
examinations: National schools through The empirical analysis gives mixed results in that the
33 II 41 visions and local Kauko Salokangas 2015 inspection and national visions of innovative local practices seem not to
practices. British examinations: be manifest at the local level. Despite the legal and
Educational Research national visions financial freedoms granted to academy schools, the case
Journal, 41(6), 1108– and local
1124. practices academy is constrained by the national policy of steering
https://doi.org/10.1002/ by evaluation, namely inspection and testing, and the
berj.3184 managerial practices of the sponsor. The article concludes
that the real effect of academies is still under construction
and meanwhile their space for action is strongly restricted
by the tools of evaluation. As a more theoretical conclusion
the analysis suggests that future analysis should
concentrate more on action rather than structures and on
evaluation as an embedded practice.
The extent of between-school segregation, or clustering of Situacion de sistema desde
disadvantaged students within schools, in England varies 1989… agarra el tema de las
academies al final
depending on the indicator of interest. For example, the
trend over time for segregation by student poverty differs
from those for ethnicity or special educational need.
Additionally the causes of the level of segregation for any
indicator will be different from the causes of changes in
that level over time. This new paper uses data for all state-
funded schools in England from 1989 to 2014 to identify
the possible determinants of segregation. The results are
summarised for England and its economic regions, and
Gorard, S. (2017). The presented in more detail for local authority areas. The long-

Cambridge journal of educatio


complex determinants of term underlying level of  segregation of each indicator
school intake appears to be the outcome of structural and local
The complex
characteristics and geographic factors. However, the annual changes in
determinants of
segregation, England segregation for most indicators can be explained most
school intake
42 1989
34 II
to 2014. Cambridge Gorard 2017 characteristics simply by changes in the prevalence of each indicator. For
Journal of Education, and segregation example, the UK policy of inclusion has considerably
46(1), 131–146. england 1989 to increased the number of students with statements of
https://doi.org/10.1080/ 2014
0305764X.2015.1045446 special needs in mainstream scools, and this has resulted,
doi.org/10.1080/030576 intentionally, in less segregation in terms of this indicator.
4X.2015.1045446 Segregation by poverty varies at least partly with the
economic cycle. Some of the explanatory factors, such as
the global economy or the prevalence of specific ethnic
minority groups, are not directly under policy-makers’
control. This means that it is the more malleable factors
leading to the underlying levels of poverty segregation that
should be addressed by any state wanting a fair and mixed
national school system. In England, these controllable
factors include the use of proximity to decide contested
places at schools, and school diversity as represented by
the growth of Academies and Free Schools, and the 
continued existence of faith-based and selective schools.
ABSTRACT This article argues that comprehensive Grupos privilegiados que se
reorganisation was not a one-off policy reform but a sienten amenazados por
Barker, B. (2012). justicia social. Bottom up
Comprehensive Schools complex, bottom-up campaign for equity and fairness in
policy con varios resultados y
and the Future. FORUM, Comprehensive education, with varied consequences and outcomes. consecuencias. Sin metodo.
Forum

35 II 50 54(1), 41–44. Retrieved Barker 2012 schools and the Recent battles over student fees, free schools and
from future academies show that the quest for democratic education
www.wwwords.co.uk/FO does not lead to a permanent achievement but to
RUM
perpetual struggle with privileged groups who feel
themselves threatened by social justice.
The 2010 Academies Act was significant in introducing Free Analisis a partir de entrevistas
Schools to  he English education system. Opening up a quienes aplican para crear
una free school. Cuatro
funding to new, non-profit entrants on the basis of demand, estudios de caso.
the policy has aroused support and controversy on political,
philosophical and practical educational grounds with
implications for social justice in terms of equity and
freedom. Given the ostensible quality and empowerment
goals of the enacted new (limited) freedoms, the extent of

Research Papers in Education


activity towards them is evaluated alongside the
Miller, P., Craven, B., & Department for Education application procedure’s fitness
Tooley, J. (2014). Setting for purpose. Opinions and experiences of free school
Setting up a free
up a free school: proposers were gathered through four in-depth interviews
school:
60 successful
36 II
proposers’ Miller Craven 2014 successful and a wider questionnaire yielding data from 19 of 55
experiences. Research Tooley proposers’ successful proposers opening schools in September 2012.
Papers in Education. experiences Wider policy issues are considered, notably concerning
https://doi.org/10.1080/
02671522.2014.885734 concepts of social justice. While successful applicants
appeared to meet the policy’s demand and educational
quality prerequisites, procedural uncertainties and
inefficiencies hampered their progress. Furthermore,
political and philosophical opposition and practical limits to
time, expertise and resources have constrained the
policy’s systemic impact. Regarding social justice, whether
Free Schools enhance choice or reduce equity remains
largely a moot point given the obstacles to system-wide
change.
This article is based on research undertaken between 2009 Dimension de justicioa social
en Building schools for the
and 2012 into the former Labour government’s extremely future
ambitious ‘Building Schools for the Future’ (BSF)
Programme and its withdrawal by the Coalition
government. The project, which utilises analysis of policy
documents, case studies in six local authorities (LA) and
semi-structured interviews with national and local policy
actors, is being funded by Roehampton’s Centre for

British educational research journal


Educational Research in Equalities, Policy and Pedagogy
Mahony, P., & Hextall, I. and the British Academy (SG100363). The focus of this
(2013). “Building Schools article is the implications for social justice of BSF and its
for the Future”: subsequent withdrawal. The structure of the article
Building schools
“Transformation” for comprises an introduction to BSF and a summary of some
for the future
social justice or
37 II 65 expensive blunder? Mahony 2013 transformation of the main issues arising from it. We then move on to
for social justice explore the social justice dimension of BSF as it is
British Educational or expensive expressed in LA documents and in relation to the social
Research Journal, 39(5), blunder
853–871. policy aspirations of the former Labour government. In July
https://doi.org/10.1002/ 2010 the Coalition government discontinued the BSF
berj.3001 programme and we track events and policy from that time,
particularly focussing on the radical shift away from
Labour’s transformational and communitarian agenda in
favour of criteria based on efficiency and value-for-money.
We present data from our interviews with local actors on
the equality and social justice impacts of this re-orientation
of policy. We conclude by arguing against the view that
Labour abandoned social justice suggesting that BSF was
one of a number of policies through which equality was
pursued, albeit by stealth.
This paper explores issues of school autonomy within the Como se materializa la
autonomia, estudiso de caso
context of the performative demands of the audit culture. de una escuela. Cultura de la
The focus is on a case study of Clementine Academy, a auditoria… contexto y los
large and highly diverse English secondary school. Specific impactos. Factores situados.
situated, professional, material and external factors at the School ethos and teacher

School Leadership & Management


Keddie, A. (2014). It’s like school were significant in haping Clementine’s response to values. Factores materiales.
Its like Manejando presiones y
Spiderman. with great and take-up of the policy of academisation (a key reform
spiderman…with expectativas
power comes great within broader government mandates to create an
great power
responsibility: School increasingly autonomised education system). Factors such
comes great
autonomy, school context
38 II 71 and the audit culture. Keddie 2014 responsibility: as the school’s intake and history, its ethos and values, its
school access to human and economic resources and its status
School Leadership and autonomy and power as an outstanding school supported its
Management, 34(5), aschool context
502–517. confident and ‘morally’ focused take-up of this policy.
and the audit
https://doi.org/10.1080/ Clementine’s privileged position in relation to these factors
culture
13632434.2014.938040 enabled the school to mediate and challenge some of the
negative effects of the audit culture. This paper highlights
the significance of considering these contextual factors in
understanding the different ways in which schools are
currently engaging their autonomy to cope with the
demands of the audit culture.
The author argues that faith schools serve to exacerbarte Escuelas de fe, como proxy de
existing divisions in society and are therefore a threat to segregacion…
social cohesion. In many parts of Britain where
segregatuion is already faith has now become another
Chitty, C. (2007). The word for race Ethnic groups are not wevenly spread
The malign

Forum
72 malign
39 II
effects of faith Chitty 2007 effects orf faith between the religions, creating a situation where religion is
schools. Forum, 49(3), schools used as a proxy for ethnicity. At the same time, there is the
229–236.
distinct possibility that some faith schools (and academies
sponsored by faith groups) will use their power to influence
the curriculum to uindermine the values of a liberal tolerant
and enlightened society.
Here we examine New Labour’s education policy Distintas formas de social
concerning social justice and the organisation of capitalism en laborismo…
cuales son los mecanismos
educational provision with reference to social capital as
policy vocabulary. The central focus is on policy discourses
and practices in relation to networking between schools

International studies in sociology of education


and other partners. Weidentify three policy phases for
reducing inequalities and social exclusion, while supporting
human capital formation: (1) EAZs in the late 1990s; (2)
Gamarnikow, E., & Green, refocusing on specialisation and beaconisation, 2000–2003;
A. (2007). Social Social capitalism and (3) transformations signalled by the diversity and
capitalism and and educational choice agenda of the White Paper 2005, academies and
educational policy
policy trusts. We detect a drift in policy targets and aspirations
democracy Gamarnikow
40 II 84 professionalism and 2007 democracy from the early idealised ‘new and exciting’ kinds of
social justice under New Green professionalism
and social justice educational participation and democracy, returning to more
Labour. International traditional professionalist arrangements in
under new
Studies in Sociology Pf labour specialisation/beaconisation, and currently moving in the
Education, 17(4), 367–
388. direction of post-democratic governance in the academies
programme, while doing little to challenge processes of
stratification of educational institutions or outcomes. We
develop the argument concerning the ‘post-democratic’
turn in education policy by exploring the possibilities and
limitations of policy-making which deploys social capital
vocabulary and mechanisms, ending with the paradox of
social capital as a theory of democracy articulating with
‘post-democratic’ educational structures.
ABSTRACT Low-attaining schools have been targeted by Estudio de caso para actacar
a las academies, tomando
government for closure and transformation into academies. como ejemplo a una
This article argues that opposition to academies is experiencia en Leicester.
necessary but not sufficient. It is vital to do more than Academies como el modelo
Flack, P. (2010). Another Another school simply defend the status quo. In the city of Leicester an de ano pasado.
school is Possible: is Possible: alternative vision for high-quality education, local authority
FORUM

1 developing positive
41 III Flack, P. 2010 developing led and grounded in community comprehensive schools, is
alternatives to positive
academies. FORUM, alternatives to being actively pursued. Its hallmarks are innovation,
52(2), 233–239. academies. creativity and collaboration between schools and their
teachers. The successes already achieved in Leicester
under this new approach reveal the government’s policy of
academisation’ to be ‘last year’s model’.
Externalizacion de educacion
Physical Educationalists in many western and westernised fisica, mas que salud y

European Physical Education Review.


societies across the globe are facing new challenges as deporte, como uin area
system wide changes take place increasing the role of relacionada a principios.
private bodies (e.g. Academy trusts) in the delivery of
Evans, J. (2014). Equity school based education. This reflective and rather personal
and inclusion in physical paper1 considers the place andmeaning of ‘inclusion’ and
Equity and
education PLC. European
2014 inclusion
42 III
in ‘equity’ on a terrain of consortia, free schools, academies
2 Physical Education Evans, J. physical and de-nationalised curricula, where outsourcing Physical
Review. education PLC. Education (PE), either to corporate coach/ sport industries
https://doi.org/10.1177/
1356336X14524854 and/or health providers is fast becoming the norm. The
paper addresses class, race and gender issues, highlights
the repackaging of privilege in PE, and pleads for the
rediscovery of PE grounded in education principles rather
than the interests of health and sport industries.
Focussing on the ideological aspects of privatisation, this Idem… a paper de autor.
paper explores ways in which ‘freedom’ has been activated Marketiosing the individual
discursively to justify actions involving changes to both the through education.
structure and the content of formal education in the UK.

Sport, Education and Society.


Empirically, the paper will analyse examples in England of
Evans, J., & Davies, B. UK Government ‘new provider’ rhetoric relating to
(2015). Neoliberal Neoliberal ‘Academies’ in order to address both the claims and the
freedoms, privatisation freedoms, counterclaims made by governments, educational
3 and the future of physical Evans, J., & 2015 privatisation
43 III
and
education. Sport, Davies, B. the future of producers and others for the privatisation of education and
Education and Society. physical physical education (PE) within it. The paper suggests that
https://doi.org/10.1080/ education. such changes may have significant implications not only
13573322.2014.918878 for teachers of PE, but also the educational entitlements of
pupils and specifically, their opportunities to enjoy a liberal,
comprehensive, high- quality PE. Privatisation may also
consolidate rather than help erode and eradicate existing
social hierarchies and associated distributions of
educational social and physical capital.
Market based choice
Bhattacharya, B. (2013). academis in england.
Childhood
Education

Academy Performance of academies.


4 Academy
44 III
Schools in Bhattacharya, B. 2013 Schools in NA Info secundaria
England. Childhood England.
Education, 89(2), 94–98.
This article argues that contradictory forces affect Como el neoliberalismo entra
teachers’ work in the neo-liberal school system in England, al sistema a traves de
multiples vasos
with a diversity of governance models alongside comunicantes. Self improving
increasingly dominant orthodoxies of what constitutes teacher and school. No
‘effective practice and leadership’. School reforms in declara metodo.
England have focused on increasing overall attainment and

International Journal of Inclusive Education.


on closing the achievement gap for pupils from
‘disadvantaged communities’; whilst there is evidence that
reforms have delivered on the former, evidence is
Wilkins, C. (2015). inconclusive on the latter, with some critics arguing that
Education reform in some reforms have increased social inequality. The future
Education
England: Quality and for teachers’ professional identity and practices in this
reform in
equity in the
2015 England:
45 III
Quality landscape is uncertain. Whilst this article broadly concurs
5 performative school. Wilkins, C. and equity in the with many studies of teacher identity which argue that the
International Journal of performative ever-extending reach of performative mechanisms has
Inclusive Education. school.
https://doi.org/10.1080/ restricted teachers’ opportunities to develop as activist
13603116.2015.1044202 professionals with ‘a moral purpose’, it also argues that the
diversified landscape may provide the opportunity for new
autonomous spaces. It goes on to suggest that further
research is needed into the forms of locally determined
values and practices emerging in ‘quasi-privatised’
academies and free schools in England, to explore whether
these professional communities will be entirely
managerialist/entrepreneurial in character, or whether
models of practice underpinned by a concern with social
equity and social justice issues may emerge.
Estrategia de lnew labour,
Under the leadership of Tony Blair New Labour committed promover beunas escuelas y
Oxford Review of Education. itself to raise standards, tackle educational failure and use eliminar el failure (zero
Sammons, P. (2008). Zero education to combat disadvantage. This paper examines tolerance). Improving poorly
Zero tolerance of performing schools.
tolerance of failure and New Labour’s approaches to school improvement,
failure and New Mediante metodos
New Labour approaches particularly the origins and enactment of ‘zero tolerance’
Labour cuantitativos, analiza el logro
6 to
46 III
school improvement in
England. Oxford Review Sammons, P. 2008 approaches to strategies, the different groups of schools identified as y las brechas existentes.
school needing remedial action, differ- ent intervention strategies
of Education. improvement in for poorly performing and failing schools including
https://doi.org/10.1080/ England.
03054980802518847 inspection, Fresh Start, Academies and the London
Challenge. It explores evidence of their impact on school
improvement, educational standards and equity.
ABSTRACT The author recounts the arrival of two Oasis La llegada de dos academies
Community Learning Academies in Southampton through a a Southampton.
Harris, R. (2009). Southhampton: process of failed political courage to continue supporting
Southhampton: a case a case study on the Local Authority. He tells of the subsequent impact when

FORUM
47 III 7 study on why Academies Harris, R. 2009 why Academies children and parents react against the regime in one of the
are not the answer. are not the Academies. In conclusion he challenges the Labour
FORUM, 51(2), 205–214. answer. Government over the issues that arise from this case and
similar Academy
problems.
Repaso ensayístico de
ABSTRACT Of all Tony Blair’s education policies during his reformas en su evolucion…
Gillard, D. (2008). Blair’s decade as prime minister, one of the most controversial sin metodologia declarada.
Blair’s

FORUM
8 academies:
48 III
the story so was his plan to create a network of academies – effectively,
far. FORUM, 50(1), 11– Gillard, D. 2008 academies: the
story so far. private schools funded by the taxpayer. This piece explores
22. the origins of the policy and recounts the widespread
concerns and criticisms with which it has been beset.

This paper draws on interview data gathered as part of a Entrevistando alos


poderosos… rol de
broader study around issues of equity and schooling. It expectativas y accountability.
features the voices of the Executive Director and four Head

International Journal of Inclusive Education.


Teachers from one of England’s top performing academy
chains, ‘CONNECT’. The notion of neoliberal
responsibilisation is drawn on to examine, first, the ways in
which Head Teachers describe their work and, second, the
Keddie, A. (2015). New
modalities of state New modalities chain’s expectations of them as CONNECT leaders.
power: Neoliberal of state power: Responsibilisation of the self was apparent in Head
responsibilisation and the Neoliberal Teachers’ construction of themselves as ideal neoliberal
49 III 10 work of academy chains. Keddie, A. 2015 responsibilisatio workers – performing and enterprising subjects who readily
International Journal of n and the work accept the business principles and results-orientation of
Inclusive Education. of academy their ‘data-driven’ environment. Responsibilising of Head
https://doi.org/10.1080/ chains.
13603116.2015.1044205 Teachers by the organisation was evident in the rigorous
‘non-negotiable’ standards and accountabilities at
CONNECT that they were expected to comply with. These
non-negotiables cultivated and rewarded Head Teachers’
entrepreneurial identity of achievement motivation. The
paper illustrates how such neoliberal responsibilisation is
both a crucial and highly troubling element in the work of
academy chains as new modalities of state power
In this article I use the concept of ‘re-agenting’ to explore Como los privados le esrtan
cambiando la cara al sistema
and explain the role of non-state agencies, principally a traves de las academies.

Journal of Education Policy.


Hatcher, R. (2006). private companies and business entrepreneurs, as key Privatizando de la
Privatization and instruments in the government’s transformation of the implementacion de la politica
Privatization and
sponsorship: The re- school system in England. Their role takes both for-profit nacional. Es suficientemente
sponsorship: The
agenting of the school lucrativo?, son optimistas. Del
2006 re-agenting
50 III
of and not-for-profit forms. The outsourcing to private
11 system in England. Hatcher, R. sppnsorship al profit.
the school companies of the implementation of government education
Journal of Education system in poli- cies and the delivery of educational services to
Policy. England.
https://doi.org/10.1080/ schools and local authorities has created a profitable
02680930600866199 market. Equally significant is the growing involvement of
the private sector in schools through the sponsorship of
specialist schools and Academies on a non-profit basis
Can Dewey’s Moral Principles in Education throw light on a Princiopios morales de
contemporary policy issue in education, namely the Dewey asociados a tematicas
de politica en academies.
privatisation of education through the establishment of Perils and dangers: equity,
academy schools in England? The article first considers democracy and associated

Journal of Philosophy of Education.


what the policy entails, in terms of its conception of living, public resources…
education as a market commodity. The next section
Heilbronn, R. (2016). suggests an alternative conception, drawing particularly on
Freedoms and Perils: Deweyan claims for the fundamentally normative and
Freedoms and relational nature of teaching, through his definition of
Academy Schools in
2016 Perils:
51 III
Academy
12 England. Journal of Heilbronn, R. democracy as ‘a form of associated living’ and the school
Schools in
Philosophy of Education. as a place for such association. The third section relates
England.
https://doi.org/10.1111/ the two conceptions of education and in their light
1467-9752.12188
considers tensions and conflicts in the academisation
policy concerning inclusion, equity and social cohesion. The
article concludes that the establishment of academy
schools compromises these values and constitutes a
danger to the commons, that is, to socially consensual and
equitable ways of being together.