| The datafication of primary and early years education: Playing with numbers A Bradbury, G Roberts-Holmes Routledge, 2017 | 201 | 2017 |
| Datafied at four: The role of data in the ‘schoolification’of early childhood education in England A Bradbury The Datafication of Education, 8-22, 2020 | 160 | 2020 |
| Governance, accountability and the datafication of early years education in England G Roberts‐Holmes, A Bradbury British Educational Research Journal 42 (4), 600-613, 2016 | 120 | 2016 |
| Education policy and the ‘ideal learner’: Producing recognisable learner-subjects through early years assessment A Bradbury British Journal of Sociology of Education 34 (1), 1-19, 2013 | 107 | 2013 |
| Primary teachers' experience of the COVID-19 lockdown–Eight key messages for policymakers going forward G Moss, R Allen, A Bradbury, S Duncan, S Harmey, R Levy UCL Institute of Education, 2020 | 101 | 2020 |
| ‘I feel absolutely incompetent’: Professionalism, policy and early childhood teachers A Bradbury Contemporary Issues in Early Childhood 13 (3), 175-186, 2012 | 100 | 2012 |
| Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading D Wyse, A Bradbury Review of education 10 (1), e3314, 2022 | 96 | 2022 |
| Revising rationality: The use of ‘Nudge’approaches in neoliberal education policy A Bradbury, I McGimpsey, D Santori Journal of Education Policy 28 (2), 247-267, 2013 | 90 | 2013 |
| Understanding early years inequality: Policy, assessment and young children's identities A Bradbury Routledge, 2013 | 88 | 2013 |
| The datafication of early years education and its impact upon pedagogy G Roberts-Holmes, A Bradbury Improving Schools 19 (2), 119-128, 2016 | 75 | 2016 |
| Creating an Ofsted story: The role of early years assessment data in schools’ narratives of progress A Bradbury, G Roberts-Holmes British Journal of Sociology of Education 38 (7), 943-955, 2017 | 68 | 2017 |
| The impact of the Phonics Screening Check on grouping by ability: A ‘necessary evil’amid the policy storm A Bradbury British Educational Research Journal 44 (4), 539-556, 2018 | 58 | 2018 |
| Grouping in Early Years and Key Stage 1: A'necessary evil'? A Bradbury, G Roberts-Holmes National Education Union, 2017 | 51 | 2017 |
| Early childhood assessment: Observation, teacher ‘knowledge’and the production of attainment data in early years settings A Bradbury Comparative Education 50 (3), 322-339, 2014 | 50 | 2014 |
| Rethinking assessment and inequality: the production of disparities in attainment in early years education A Bradbury Journal of Education Policy 26 (5), 655-676, 2011 | 44 | 2011 |
| A critical race theory framework for education policy analysis: The case of bilingual learners and assessment policy in England A Bradbury Race Ethnicity and Education 23 (2), 241-260, 2020 | 39 | 2020 |
| Making little neo-liberals: The production of ideal child/learner subjectivities in primary school through choice, self-improvement and ‘growth mindsets’ A Bradbury Power and Education 11 (3), 309-326, 2019 | 39 | 2019 |
| Making progress? Employment and retention of BAME teachers in England A Tereshchenko, M Mills, A Bradbury UCL Institute of Education, 2020 | 37 | 2020 |
| Revisions to rationality: the translation of ‘new knowledges’ into policy under the Coalition Government I McGimpsey, A Bradbury, D Santori British Journal of Sociology of Education 38 (6), 908-925, 2017 | 37 | 2017 |
| Learning, assessment and equality in Early Childhood Education (ECE) settings in England A Bradbury European Early Childhood Education Research Journal 22 (3), 347-354, 2014 | 32 | 2014 |
Guy Roberts-HolmesUCL Institute of Education在 ucl.ac.uk 的电子邮件经过验证
