Cite
HARVARD Citation
Gore, J. et al. (2023). From performative to professional accountability: re-imagining 'the field of judgment' through teacher professional development. Journal of education policy. 38 (3), pp. 452-473. [Online].
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Gore, J. et al. (2023). From performative to professional accountability: re-imagining 'the field of judgment' through teacher professional development. Journal of education policy. 38 (3), pp. 452-473. [Online].