Spicksley, K. & Kington, A. (Forthcoming, 2023) ‘Uniting teachers through Critical Language Awareness: a role for the Early Career Framework.’ British Journal of Educational Studies.
Spicksley, K. & Kington, A. (2023) Written evidence submitted to the Education Select Committee on Teacher Recruitment and Retention (TTR0088)
Spicksley, K. (2023) Instructional coaching in the Early Career Framework: 'Judgementoring' by another name? Forum for promoting 3-19 comprehensive education, 65(2) 46-58.
Spicksley, K. & Franklin, E. (2023) Who works on the 'frontline'? Comparing constructions of 'frontline' work before and during the COVID-19 pandemic. Applied Corpus Linguistics, 3(3).
Spicksley, K. (2022) Hard work / workload: Discursive constructions of teacher work in policy and practice. Teachers and Teaching: Theory and Practice. 28(5), 517-532.
Spicksley, K. (2022) Early career primary teachers’ discursive negotiations of academisation. British Journal of Sociology of Education, 43(2), 216-236. Published online 8 December 2021]
Spicksley, K. (2022) ‘“A less unpalatable alternative”: Executive leaders strategically redefining their work in primary MATs.’ Management in Education, 36(2), 64-71. https://doi.org/10.1177/0892020620959730 [Published online September 18 2020]
Spicksley, K. & Kington, A. (2022) ‘Silver linings? Teachers’ reappraisals of children’s education in England during the first Covid-19 pandemic lockdown.’ In R. Turok-Squire (Ed.) COVID-19 and Education in the Global North: Storytelling as Alternative Pedagogies. London: Palgrave.
Spicksley, K. (2022) ‘It’s not over, not over, not over, not over yet: resisting academisation from the inside.’ FORUM for promoting comprehensive education, 64(2), 44-55.
Spicksley, K. (2021) ‘Education policy and speech as action.’ Scottish Educational Review Bulletin.
Spicksley, K., Kington, A. & Watkins, M. (2021) ‘“We will appreciate each other more after this”: Teachers’ construction of collective and personal identities during lockdown. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.703404
Spicksley, K. (2020) ‘The Centre Cannot Hold: Exploring primary teachers’ constructions of the future in education.’ FORUM for promoting 3-19 comprehensive education, 62 (3), 379-392.
Spicksley, K. (2021) ‘“The very best generation of teachers ever”: teachers in post-2010 ministerial speeches.’ Journal of Education Policy. https://doi.org/10.1080/02680939.2020.1866216
Spicksley, K. (2021) ‘The promise of leadership: Policy, new teachers and leadership ambition in primary multi-academy trusts.’ Impact: The Journal of the Chartered College of Teaching, 11.
Spicksley, K. & Watkins, M. (2020) ‘Early career teacher relationships with peers and mentors: Exploring policy and practice.’ In A. Kington & K. Blackmore (Eds.) Developing Social and Learning Relationships in Primary Schools. London: Bloomsbury, pp. 93-116.
Spicksley, K. (2019) ‘Teach First – What is it doing?’ PRACTICE: Contemporary Issues in Practitioner Learning, 1(1), 9-20. https://doi.org/10.1080/25783858.2019.1589990
Spicksley, K. (2018) ‘The Value of Inexperience: Early Career Teachers in recent education Reform.’ FORUM for promoting 3-19 comprehensive education, 60 (3), 375-386.