How comparing school performance data can support sensemaking for school development : a Delphi study
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Teacher academic optimism : a path model to the impact of school leadership and school culture
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The role of conflict and emotions when addressing controversial issues : teachers' perspectives and (affective) practices
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School leaders’ and teachers’ attributions in making sense of norm-referenced school performance data. Do benchmarks matter?
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Studies in educational evaluation - ISSN 0191-491X-88 (2026) p. 1-18
Students’ willingness to engage with feedback from central tests : the influence of cognitive and non-cognitive student characteristics
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