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h5 指数:42
h5 中位数:62

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

#2 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	171	2018
Counting and comparing school performance: an analysis of media coverage of PISA in Australia, 2000–2014 A Baroutsis, B Lingard Journal of Education Policy 32 (4), 432-449	124	2017
Translating policy: governmentality and the reflective teacher J Perryman, SJ Ball, A Braun, M Maguire Journal of Education Policy 32 (6), 745-756	119	2017
Towards social justice in education: contradictions and dilemmas B Francis, M Mills, R Lupton Journal of Education Policy 32 (4), 414-431	115	2017
Shopping for schools or shopping for peers: public schools and catchment area segregation EE Rowe, C Lubienski Journal of Education Policy 32 (3), 340-356	112	2017
Governing schooling through ‘what works’: the OECD’s PISA for Schools S Lewis Journal of Education Policy 32 (3), 281-302	104	2017
Micro-neoliberalism in China: public-private interactions at the confluence of mainstream and shadow education W Zhang, M Bray Journal of Education Policy 32 (1), 63-81	97	2017
Multiple paths towards education privatization in a globalizing world: a cultural political economy review A Verger, C Fontdevila, A Zancajo Journal of Education Policy 32 (6), 757-787	86	2017
Employability and higher education: the follies of the ‘Productivity Challenge’in the Teaching Excellence Framework J Frankham Journal of Education Policy 32 (5), 628-641	82	2017
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	78	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	77	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	74	2020
The misdirection of public policy: comparing and combining standardised effect sizes A Simpson Journal of Education Policy 32 (4), 450-466	73	2017
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	73	2018
Failed regulations and school composition: selective admission practices in Chilean primary schools A Carrasco, G Gutiérrez, C Flores Journal of Education Policy 32 (5), 642-672	67	2017
Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’system of initial teacher education T Mutton, K Burn, I Menter Journal of Education Policy 32 (1), 14-33	66	2017
The vocational–academic divide in neoliberal upper secondary curricula: the Swedish case M Nylund, PÅ Rosvall, K Ledman Journal of Education Policy 32 (6), 788-808	66	2017
Commericalising education: profiting from reform! SJ Ball Journal of Education Policy 33 (5), 587-589	65	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	64	2018
Struggling for visibility in higher education: caught between neoliberalism ‘out there’and ‘in here’–an autoethnographic account S Warren Journal of Education Policy 32 (2), 127-140	63	2017

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