| High-stakes testing and curricular control: A qualitative metasynthesis W Au Educational researcher 36 (5), 258-267, 2007 | 2256 | 2007 |
| Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21st century curriculum W Au Journal of curriculum studies 43 (1), 25-45, 2011 | 1103 | 2011 |
| Unequal by design: High-stakes testing and the standardization of inequality W Au Routledge, 2022 | 981 | 2022 |
| Meritocracy 2.0: High-stakes, standardized testing as a racial project of neoliberal multiculturalism W Au Educational Policy 30 (1), 39-62, 2016 | 591 | 2016 |
| The Routledge international handbook of critical education MW Apple, W Au, LA Gandin Routledge, 2009 | 376 | 2009 |
| Critical curriculum studies: Education, consciousness, and the politics of knowing W Au Routledge, 2012 | 350 | 2012 |
| Mapping corporate education reform: Power and policy networks in the neoliberal state W Au, JJ Ferrare Routledge, 2015 | 316 | 2015 |
| Reclaiming the multicultural roots of US curriculum: Communities of color and official knowledge in education W Au, AL Brown, D Calderón Teachers College Press, 2016 | 303 | 2016 |
| Rethinking multicultural education: Teaching for racial and cultural justice W Au Rethinking Schools, 2009 | 261 | 2009 |
| Standardized testing and school segregation: Like tinder for fire? M Knoester, W Au Race Ethnicity and Education 20 (1), 1-14, 2017 | 232 | 2017 |
| Devising inequality: A Bernsteinian analysis of high-stakes testing and social reproduction in education WW Au Theorizing social class and education, 77-89, 2016 | 229 | 2016 |
| Hiding behind high-stakes testing: Meritocracy, objectivity and inequality in US education W Au International Education Journal: Comparative Perspectives 12 (2), 2013 | 229 | 2013 |
| Social studies, social justice: W (h) ither the social studies in high-stakes testing? W Au Teacher Education Quarterly 36 (1), 43-58, 2009 | 228 | 2009 |
| Mapping critical education MW Apple, W Au, LA Gandin The Routledge international handbook of critical education, 3-19, 2009 | 208 | 2009 |
| Race, memory, and master narratives: A critical essay on US curriculum history AL Brown, W Au Curriculum Inquiry 44 (3), 358-389, 2014 | 181 | 2014 |
| What’sa nice test like you doing in a place like this W Au Rethinking Schools 27 (4), 22-27, 2013 | 169 | 2013 |
| Epistemology of the oppressed: The dialectics of Paulo Freire’s theory of knowledge W Au Journal for Critical Education Policy Studies 5 (2), 1-18, 2007 | 156 | 2007 |
| Sponsors of policy: A network analysis of wealthy elites, their affiliated philanthropies, and charter school reform in Washington State W Au, JJ Ferrare Teachers College Record 116 (8), 1-24, 2014 | 143 | 2014 |
| High-stakes testing and discursive control: The triple bind for non-standard student identities WW Au Multicultural Perspectives 11 (2), 65-71, 2009 | 143 | 2009 |
| Asinine assessment: Why high-stakes testing is bad for everyone, including English teachers W Au, K Gourd English Journal 103 (1), 14-19, 2013 | 114 | 2013 |
Luis Armando Gandin (ORCiD 0000-0...Universidade Federal do Rio Grande do Sul - UFRGS在 ufrgs.br 的电子邮件经过验证
