Jennie Golding
Biographic Data
| ID | 3701534 |
|---|---|
| NAME | Jennie Golding |
| GIVEN NAMES | Jennie |
| FAMILY NAME | Golding |
| SIGNATURE | GOLDING J |
| AFFILIATIONS | University College London |
| ORCID | 0000-0001-7903-1931 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Teachers, Learners and Edu-Business Co-Constructing Mathematics Curriculum Implementation
This paper draws on a five-component, large-scale, longitudinal and cross-phase mathematics curriculum implementation study in England from the vantage point of an insider to overlapping school, policy and edu-business actor communities. It probed those actors’ emergent co-interpretation of, and response to, a new mathematics curriculum in England, analysing the ways in which edu-businesses, teachers and learners mediate mathematics curriculum po…
Policy critics and policy survivors
This paper considers the policy ‘roles’ adopted by teachers enacting policy in a department. It draws on a longitudinal study of two secondary mathematics departments endeavouring to make deep change aligned with a demanding curriculum policy. The study validates aspects of an existing typology, demonstrates the existence of a variety of policy ‘critics’ and adds a category of ‘survivor’ teacher, showing the role can have considerable impact on e…
Policy critics and policy survivors
This paper considers the policy ‘roles’ adopted by teachers enacting policy in a department. It draws on a longitudinal study of two secondary mathematics departments endeavouring to make deep change aligned with a demanding curriculum policy. The study validates aspects of an existing typology, demonstrates the existence of a variety of policy ‘critics’ and adds a category of ‘survivor’ teacher, showing the role can have considerable impact on e…
Policy critics and policy survivors
This paper considers the policy ‘roles’ adopted by teachers enacting policy in a department. It draws on a longitudinal study of two secondary mathematics departments endeavouring to make deep change aligned with a demanding curriculum policy. The study validates aspects of an existing typology, demonstrates the existence of a variety of policy ‘critics’ and adds a category of ‘survivor’ teacher, showing the role can have considerable impact on e…
Teachers, Learners and Edu-Business Co-Constructing Mathematics Curriculum Implementation
This paper draws on a five-component, large-scale, longitudinal and cross-phase mathematics curriculum implementation study in England from the vantage point of an insider to overlapping school, policy and edu-business actor communities. It probed those actors’ emergent co-interpretation of, and response to, a new mathematics curriculum in England, analysing the ways in which edu-businesses, teachers and learners mediate mathematics curriculum po…
Computer Science (2 works) · Curriculum (2 works) · Longitudinal study (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Education Systems and Policy (1 work) · Educational Assessment and Improvement (1 work) · Educator Training and Historical Pedagogy (1 work) · Global Educational Policies and Reforms (1 work)