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Education governance and standardised tests in Denmark and England
Journal of Education Policy
a institute of Education, Plymouth university, Plymouth, uK; b aalborg university, aalborg, denmark; c aarhus university, aarhus, denmark; d university of Bristol, Bristol, uK ABSTRACT In this study we identify and compare the impact of standardised student assessment in England, an established neoliberal context, and in Denmark where a neoliberal education reform agenda is emerging in response to both national concerns and international governance. National reading tests for students ageddoi:10.1080/02680939.2017.1360518 fatcat:r7rfacsfrvh4dddauylnvd4bd4