Book Chapter
Daliri-Ngametua, Rafaan (2021). Students' experiences of overt data-talk in the classroom. New Perspectives on Education for Democracy. (pp. 94-109) edited by Stewart Riddle, Amanda Heffernan and David Bright. London, United Kingdom: Routledge. doi: 10.4324/9781003145806-10
Journal Articles
Daliri-Ngametua, Rafaan and Hardy, Ian (2022). The devalued, demoralized and disappearing teacher: The nature and effects of datafication and performativity in schools. Education Policy Analysis Archives, 30 102. doi: 10.14507/epaa.30.6174
Payne, Ameena L., Langman, Sarah and Daliri-Ngametua, Rafaan (2022). Metrics, standards and alignment in teacher policy: critiquing fundamentalism and imagining pluralism : by Jessica Holloway, Springer, Singapore, 2021, 168 pp., €96. 29 (eBook), ISBN 978-981-33-4814-1. Journal of Education Policy, 1-2. doi: 10.1080/02680939.2022.2087973
Daliri-Ngametua, Rafaan, Hardy, Ian and Creagh, Sue (2021). Data, performativity and the erosion of trust in teachers. Cambridge Journal of Education, 52 (3), 1-17. doi: 10.1080/0305764x.2021.2002811
Thesis
Daliri-Ngametua, Rafaan (2022). The datafication of assessment and learning: an ethno-case study of student, teacher and school practices in Queensland, Australia. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/a18faed