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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

The phantom national? Assembling national teaching standards in Australia’s federal system
Glenn C. Savage, Steven Lewis
Journal of Education Policy (2017) Vol. 33, Iss. 1, pp. 118-142
Open Access | Times Cited: 69

Showing 1-25 of 69 citing articles:

What is policy assemblage?
Glenn C. Savage
Territory Politics Governance (2019) Vol. 8, Iss. 3, pp. 319-335
Open Access | Times Cited: 201
Teacher professional learning under audit: reconfiguring practice in an age of standards
Nicole Mockler
Professional Development in Education (2020) Vol. 48, Iss. 1, pp. 166-180
Closed Access | Times Cited: 85
Discourses of teacher quality in the Australian print media 2014–2017: a corpus-assisted analysis
Nicole Mockler
Discourse Studies in the Cultural Politics of Education (2018) Vol. 41, Iss. 6, pp. 854-870
Closed Access | Times Cited: 71
Scientism as illusio in HR algorithms: Towards a framework for algorithmic hygiene for bias proofing
Joana Vassilopoulou, Olivia Kyriakidou, Mustafa F. Özbilgin, et al.
Human Resource Management Journal (2022) Vol. 34, Iss. 2, pp. 311-325
Open Access | Times Cited: 30
The turn towards policy mobilities and the theoretical-methodological implications for policy sociology
Steven Lewis
Critical Studies in Education (2020) Vol. 62, Iss. 3, pp. 322-337
Open Access | Times Cited: 47
Contextualizing the datafication of schooling – a comparative discussion of Germany and Russia
Sigrid Hartong, Nelli Piattoeva
Critical Studies in Education (2019) Vol. 62, Iss. 2, pp. 227-242
Closed Access | Times Cited: 45
Tracing future education reforms: policy mobilities within and between Taiwanese, Australian and global networks
Peiying Chen, Ren-Hao Xu, Chia‐Ling Hung
Comparative Education (2025), pp. 1-19
Open Access
Feeling Guilty
Amanda McKay, Stephanie Wescott
(2025), pp. 43-60
Closed Access
Private funding in Australian public schools: a problem of equity
Greg Thompson, Anna Hogan, Mark Rahimi
The Australian Educational Researcher (2019) Vol. 46, Iss. 5, pp. 893-910
Closed Access | Times Cited: 39
The Australian curriculum: a critical interrogation of why, what and where to?
Bob Lingard
Curriculum Perspectives (2018) Vol. 38, Iss. 1, pp. 55-65
Closed Access | Times Cited: 36
Standards without standardisation? Assembling standards-based reforms in Australian and US schooling
Steven Lewis, Glenn C. Savage, Jessica Holloway
Journal of Education Policy (2019) Vol. 35, Iss. 6, pp. 737-764
Closed Access | Times Cited: 30
Platformed professional(itie)s and the ongoing digital transformation of education
Sigrid Hartong, Mathias Decuypere
Tertium Comparationis (2023) Vol. 29, Iss. 1, pp. 1-21
Open Access | Times Cited: 10
Critical policy sociology: key underlying assumptions and their implications for educational policy research
Kapil Dev Regmi
International Journal of Research & Method in Education (2017) Vol. 42, Iss. 1, pp. 59-75
Closed Access | Times Cited: 31
Making work private: Autonomy, intensification and accountability
Greg Thompson, Nicole Mockler, Anna Hogan
European Educational Research Journal (2021) Vol. 21, Iss. 1, pp. 83-104
Open Access | Times Cited: 22
1996: the OECD policy-making assemblage
Greg Thompson, Sam Sellar, Ian Buchanan
Journal of Education Policy (2021) Vol. 37, Iss. 5, pp. 685-704
Open Access | Times Cited: 20
For improvement, accountability, or the economy? Reflecting on the purpose(s) of school self-evaluation in Ireland
Gerry McNamara, Craig Skerritt, Joe O’Hara, et al.
Journal of Educational Administration & History (2021) Vol. 54, Iss. 2, pp. 158-173
Open Access | Times Cited: 20
An analysis of Australian teacher workforce policy: Challenges and opportunities for teacher recruitment and retention
Amy McPherson, Jo Lampert
Policy Futures in Education (2024)
Closed Access | Times Cited: 2
STEM and STEAM and the Spaces Between: An Overview of Education Agendas Pertaining to ‘Disciplinarity’ Across Three Australian States
A MacDonald, Jane Hunter, Christopher Wise, et al.
Journal of Research in STEM Education (2019) Vol. 5, Iss. 1, pp. 75-92
Open Access | Times Cited: 21
Laboratories, Coproducers, and Venues: Roles Played by Subnational Governments in Standards-Based Reforms in Four Federations
Jennifer Wallner, Glenn C. Savage, Sigrid Hartong, et al.
Comparative Education Review (2020) Vol. 64, Iss. 2, pp. 249-268
Closed Access | Times Cited: 18
Practices of scalecraft and the reassembling of political boundaries: the contested nature of national schooling reform in the Australian federation
Glenn C. Savage, Elisa Di Gregorio, Bob Lingard
Policy Studies (2021) Vol. 43, Iss. 5, pp. 962-983
Closed Access | Times Cited: 17
Discipline lessons from American faith-based autonomous schools: a narrative of power and ‘mini-public’ ideology
Ilana Finefter‐Rosenbluh
Journal of Education Policy (2020) Vol. 37, Iss. 2, pp. 308-333
Closed Access | Times Cited: 16
How is impact defined in initial teacher education policy in Australia?
Terri Bourke, Mary Ryan
Teachers and Teaching (2022) Vol. 29, Iss. 2, pp. 133-149
Open Access | Times Cited: 10
“Are we there yet?” 25 years of reform (and reform, and reform, and reform) of teacher education in Australia
Nicole Mockler
History of Education Review (2023) Vol. 52, Iss. 2/3, pp. 115-131
Closed Access | Times Cited: 5
Policy assemblages and human devices: a reflection on ‘Assembling Policy’
Glenn C. Savage
Discourse Studies in the Cultural Politics of Education (2017) Vol. 39, Iss. 2, pp. 309-321
Closed Access | Times Cited: 17
Global policy mobilities in federal education systems
Jason Beech, Laura Engel, Glenn C. Savage, et al.
Education Policy Analysis Archives (2023) Vol. 31
Open Access | Times Cited: 5
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