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h5 指数:40
h5 中位数:60

h5 指数是指在过去整整 5 年中所发表文章的 h 指数。h 指在 2018-2022 年间发表的 h 篇文章每篇至少都被引用过 h 次的最大值。隐藏

出版物的 h5 中位数，是指出版物的 h5 指数所涵盖的所有文章获得的引用次数的中位值。隐藏

#5 Educational Administration

标题/作者	引用次数	年份
Making accountable teachers: the terrors and pleasures of performativity J Holloway, J Brass Journal of Education Policy 33 (3), 361-382	248	2018
Discourse analysis as theory, method, and epistemology in studies of education policy KT Anderson, J Holloway Journal of Education Policy 35 (2), 188-221	125	2020
Examining the influence of international large-scale assessments on national education policies GE Fischman, AM Topper, I Silova, J Goebel, JL Holloway Journal of Education Policy 34 (4), 470-499	107	2019
Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum N Wahlström, D Sundberg Journal of Education Policy 33 (1), 163-183	99	2018
The ethics of competition: accountability policy enactment in Chilean schools’ everyday life A Falabella Journal of Education Policy 35 (1), 23-45	87	2020
Selling tech to teachers: education trade shows as policy events C Player-Koro, A Bergviken Rensfeldt, N Selwyn Journal of Education Policy 33 (5), 682-703	87	2018
The end of the credential society? An analysis of the relationship between education and the labour market using big data P Brown, M Souto-Otero Journal of Education Policy 35 (1), 95-118	86	2020
Pedagogy of the anxious: rethinking critical pedagogy in the context of neoliberal autonomy and responsibilization N De Lissovoy Journal of Education Policy 33 (2), 187-205	84	2018
Youth work, performativity and the new youth impact agenda: getting paid for numbers? T de St Croix Journal of Education Policy 33 (3), 414-438	84	2018
Commericalising education: profiting from reform! SJ Ball Journal of Education Policy 33 (5), 587-589	84	2018
‘Better policies for better lives’?: constructive critique of the OECD’s (mis) measure of student well-being J Rappleye, H Komatsu, Y Uchida, K Krys, H Markus Journal of Education Policy 35 (2), 258-282	81	2020
The phantom national? Assembling national teaching standards in Australia’s federal system GC Savage, S Lewis Journal of Education Policy 33 (1), 118-142	81	2018
Whose quality? The (mis) uses of quality reform in early childhood and education policy E Hunkin Journal of Education Policy 33 (4), 443-456	74	2018
Constituting neoliberal subjects?‘Aspiration’as technology of government in UK policy discourse K Spohrer, G Stahl, T Bowers-Brown Journal of Education Policy 33 (3), 327-342	71	2018
Calling for ‘urgent national action to improve the quality of initial teacher education’: the reification of evidence and accountability in reform agendas EE Rowe, A Skourdoumbis Journal of Education Policy 34 (1), 44-60	70	2019
Consequences of school grading systems on adolescent health: evidence from a Swedish school reform B Högberg, J Lindgren, K Johansson, M Strandh, S Petersen Journal of Education Policy 36 (1), 84-106	65	2021
Education recoded: policy mobilities in the international ‘learning to code’agenda B Williamson, A Bergviken Rensfeldt, C Player-Koro, N Selwyn Journal of Education Policy 34 (5), 705-725	63	2019
Governing teacher learning: understanding teachers’ compliance with and critique of standardization I Hardy Journal of Education Policy 33 (1), 1-22	62	2018
Globalisation of education policies: does PISA have an effect? M Rautalin, P Alasuutari, E Vento Journal of Education Policy 34 (4), 500-522	62	2019
The linkage between the education and employment systems: ideal types of vocational education and training programs L Rageth, U Renold Journal of Education Policy 35 (4), 503-528	61	2020

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