UB Paderborn / Katalog / Suche / in CDI

Re-Reading Dartmouth: An American Perspective

English in Australia, 2016-01, Vol.51 (3), p.52

Brass, Jory

2016

Volltextzugriff (PDF)

Engaging Education Policies through Governmentality Studies

English in Australia, 2015-01, Vol.50 (3), p.9

Brass, Jory

2015

Volltextzugriff (PDF)

Making accountable teachers: the terrors and pleasures of performativity

Journal of education policy, 2018-05, Vol.33 (3), p.361-382

2018

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Re-professionalizing teaching: the new professionalism in the United States

Critical studies in education, 2021-08, Vol.62 (4), p.519-536

2021

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Reclaiming English Language Arts Methods Courses: Critical Issues and Challenges for Teacher Educators in Top-Down Times

1, 2015

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Local Knowledge and Digital Movie Composing in an After-School Literacy Program

Journal of adolescent & adult literacy, 2008-03, Vol.51 (6), p.464-473

Brass, Jory J.

2008

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Standards-based governance of English teaching, past, present, and future?

English teaching : practice and critique, 2015-12, Vol.14 (3), p.241-259

2015

Volltextzugriff (PDF)

A Governmentality Perspective on the Common Core

Research in the teaching of English, 2016-11, Vol.51 (2), p.230-240

Brass, Jory

2016

Volltextzugriff (PDF)

Forum: A Governmentality Perspective on the Common Core

Research in the teaching of English, 2016-11, Vol.51 (2), p.230-240

Brass, Jory

2016

Volltextzugriff (PDF)

English, literacy and neoliberal policies: Mapping a contested moment in the United States

English teaching : practice and critique, 2014-05, Vol.13 (1), p.112

Brass, Jory

2014

Volltextzugriff (PDF)

Who Counts?

Changing English, 2017-07, Vol.24 (3), p.253-265

Brass, Jory

2017

Volltextzugriff (PDF)

Speaking Truth to Power

English journal, 2018-03, Vol.107 (4), p.85-88

Brass, Jory

High school edition, 2018

Volltextzugriff (PDF)

Speaking Truth to Power: Remembering "Who Counts" in English Education

English journal, 2018-03, Vol.107 (4), p.85-88

Brass, Jory

2018

Volltextzugriff (PDF)

English teaching and the educationalisation of social problems in the United States, 1894-1918

Paedagogica historica, 2016-05, Vol.52 (3), p.221-235

Brass, Jory

2016

Volltextzugriff (PDF)

Personalized Learning: A History of the Present

Journal of curriculum theorizing, 2020-05, Vol.35 (2), p.3-21

2020

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Constituting a sense of "American" identity and place through language and literary study: A curriculum history, 1898-1912

English teaching : practice and critique, 2013-09, Vol.12 (2), p.41

Brass, Jory

2013

Volltextzugriff (PDF)

Reading Standards as Curriculum: The Curricular and Cultural Politics of the Common Core

Journal of curriculum and pedagogy, 2014-01, Vol.11 (1), p.23-25

Brass, Jory

2014

Volltextzugriff (PDF)

THE SWEET TYRANNY OF CREATING ONE'S OWN LIFE: RETHINKING POWER AND FREEDOM IN ENGLISH TEACHING

Educational theory, 2010-12, Vol.60 (6), p.703-717

Brass, Jory

2010

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Activist Teacher Education, Foucault, and the Case of Two English Teachers

English education, 2014-04, Vol.46 (3), p.216-246

Brass, Jory

2014

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Historicising English pedagogy: the extension and transformation of 'the cure of souls'

Pedagogy, culture & society, 2011-03, Vol.19 (1), p.153-172

Brass, Jory

2011

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Sunday Schools and English Teaching: Re-reading Ian Hunter and the Emergence of 'English' in the United States

Changing English, 2011-12, Vol.18 (4), p.337-349

Brass, Jory

2011

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Re-Reading the Emergence of the Subject English: Disrupting NCTE's Historiography

Journal of curriculum theorizing, 2013-01, Vol.29 (1), p.102

Brass, Jory

2013

Volltextzugriff (PDF)

A "Hyper- and Pessimistic Activism" in a Curriculum Master's Course

Journal of curriculum and pedagogy, 2012-07, Vol.9 (2), p.158-175

Brass, Jory

2012

Volltextzugriff (PDF)

Rereading English's Past and Present through "English Journal", 1912 and 2012

English journal, 2012-01, Vol.101 (3), p.45-49

Brass, Jory

High school edition, 2012

Volltextzugriff (PDF)

Historicizing the Role of Education Research in Reconstructing English for the Twenty-first Century

Changing English, 2009-09, Vol.16 (3), p.275-286

Brass, Jory

2009

Volltextzugriff (PDF)

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Re-Reading Dartmouth: An American Perspective

Engaging Education Policies through Governmentality Studies

Making accountable teachers: the terrors and pleasures of performativity

Re-professionalizing teaching: the new professionalism in the United States

Reclaiming English Language Arts Methods Courses: Critical Issues and Challenges for Teacher Educators in Top-Down Times

Local Knowledge and Digital Movie Composing in an After-School Literacy Program

Standards-based governance of English teaching, past, present, and future?

A Governmentality Perspective on the Common Core

Forum: A Governmentality Perspective on the Common Core

English, literacy and neoliberal policies: Mapping a contested moment in the United States

Who Counts?

Speaking Truth to Power

Speaking Truth to Power: Remembering "Who Counts" in English Education

English teaching and the educationalisation of social problems in the United States, 1894-1918

Personalized Learning: A History of the Present

Constituting a sense of "American" identity and place through language and literary study: A curriculum history, 1898-1912

Reading Standards as Curriculum: The Curricular and Cultural Politics of the Common Core

THE SWEET TYRANNY OF CREATING ONE'S OWN LIFE: RETHINKING POWER AND FREEDOM IN ENGLISH TEACHING

Activist Teacher Education, Foucault, and the Case of Two English Teachers

Historicising English pedagogy: the extension and transformation of 'the cure of souls'

Sunday Schools and English Teaching: Re-reading Ian Hunter and the Emergence of 'English' in the United States

Re-Reading the Emergence of the Subject English: Disrupting NCTE's Historiography

A "Hyper- and Pessimistic Activism" in a Curriculum Master's Course

Rereading English's Past and Present through "English Journal", 1912 and 2012

Historicizing the Role of Education Research in Reconstructing English for the Twenty-first Century

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