Items where Subject is "London Review of Education"
- UCL Eprints (151)
- UCL Departments and Research Centres (151)
- UCL Services, Central Departments and Divisions (151)
- UCL Library Services (151)
- UCL Press (151)
- London Review of Education (151)
- UCL Press (151)
- UCL Library Services (151)
- UCL Services, Central Departments and Divisions (151)
- UCL Departments and Research Centres (151)
Number of items at this level: 149.
2024
Erduran, S.;
Cheung, K.K.C.;
(2024)
Using the family resemblance approach to inform STEAM education.
London Review of Education
, 22
(1)
, Article 10. 10.14324/LRE.22.1.10.
|
García-Jiménez, M.;
Fernández Cabezas, M.;
Pérez-García, P.;
(2024)
Learning strategies in initial teacher training: a systematic review.
London Review of Education
, 22
(1)
, Article 3. 10.14324/LRE.22.1.03.
|
Lyublinskaya, I.;
Okita, S.;
Walker, E.;
Yan, X.;
(2024)
Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students.
London Review of Education
, 22
(1)
, Article 11. 10.14324/LRE.22.1.11.
|
Mirza, U.J.;
(2024)
Islamic Scientific Critical Consciousness as a theoretical framework for Muslim science educators.
London Review of Education
, 22
(1)
, Article 9. 10.14324/LRE.22.1.09.
|
Price, F.;
(2024)
Exploring the implications of university campuses as intercultural spaces through the lens of social justice.
London Review of Education
, 22
(1)
, Article 1. 10.14324/LRE.22.1.01.
|
Sexton, S.S.;
(2024)
Culturally responsive teaching through primary science in Aotearoa New Zealand.
London Review of Education
, 22
(1)
, Article 4. 10.14324/LRE.22.1.04.
|
Soto, P.;
López, V.;
Bravo, P.;
Urbina, C.;
Báez, T.;
Acum, F.;
Ipinza, R.;
... González, J.; + view all
(2024)
Towards a gendered STEAM education approach: building a comprehensive model to strengthen girls’ and students with non-conforming gender identities’ STEAM trajectories in Chilean public schools.
London Review of Education
, 22
(1)
, Article 6. 10.14324/LRE.22.1.06.
|
Ulbrich, E.;
Da Cruz, M.;
Anđić, B.;
Tejera, M.;
Dana-Picard, N.T.;
Lavicza, Z.;
(2024)
Cross-cultural examination of 3D modelling and 3D printing in STEAM education: comparing results from teachers in Montenegro and Austria.
London Review of Education
, 22
(1)
, Article 12. 10.14324/LRE.22.1.12.
|
2023
Abra Olivato, J.;
Castro Silva, J.;
(2023)
Interdisciplinary teaching practices in STEAM education in Brazil.
London Review of Education
, 21
(1)
, Article 38. 10.14324/LRE.21.1.38.
|
Ben Giaber, R.;
(2023)
Libyan teachers as transitionalist pragmatists: conceptualising a path out of the peacebuilding narrative in conflict-affected contexts.
London Review of Education
, 21
(1)
, Article 15. 10.14324/lre.21.1.15.
|
Boylan, M.;
Truelove, L.;
Pearse, S.;
O'Brien, S.;
Sheehan, H.;
Cowell, T.;
Long, E.;
(2023)
Developing trauma-informed teacher education in England.
London Review of Education
, 21
(1)
, Article 29. 10.14324/LRE.21.1.29.
|
Brewis, G.;
Hannan, K.;
(2023)
The Worlds of UCL: teaching, learning and institutional histories.
London Review of Education
, 21
(1)
, Article 12. 10.14324/LRE.21.1.12.
|
Brooks, C.;
McIntyre, J.;
Mutton, T.;
(2023)
Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?
London Review of Education
, 21
(1)
, Article 1. 10.14324/LRE.21.1.01.
|
Clapham, A.;
Richards, R.;
Lonsdale, K.;
la Velle, L.;
(2023)
Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework.
London Review of Education
, 21
(1)
, Article 24. 10.14324/LRE.21.1.24.
|
Coles, A.;
Helliwell, T.;
(2023)
The role of mathematics teacher educators in preparing teachers of mathematics to respond to global challenges within their classrooms.
London Review of Education
, 21
(1)
, Article 2. 10.14324/LRE.21.1.02.
|
Corazzi, S.;
(2023)
The internationalisation process: an opportunity for meaningful intercultural interaction or segregation in one UK university?
London Review of Education
, 21
(1)
, Article 14. 10.14324/LRE.21.1.14.
|
Davidsson, E.;
Stigmar, M.;
(2023)
A literature review of content elements in supervision training courses.
London Review of Education
, 21
(1)
, Article 40. 10.14324/LRE.21.1.40.
|
Draugedalen, K.;
(2023)
Supporting teachers in safeguarding against harmful sexual behaviour: service providers’ perspectives on transformative practices.
London Review of Education
, 21
(1)
, Article 4. 10.14324/LRE.21.1.04.
|
Harrop, H.;
Hoppitt, S.;
(2023)
All carrot – no stick: an alternative award framework to enhance ‘international’ students’ sense of belonging and engagement in the extracurricular.
London Review of Education
, 21
(1)
, Article 26. 10.14324/LRE.21.1.26.
|
Huang, Z.M.;
Cockayne, H.;
(2023)
Searching for belonging: learning from students’ photographs about their higher education experiences.
London Review of Education
, 21
(1)
, Article 27. 10.14324/LRE.21.1.27.
|
Lesnefsky, R.R.;
Kirk, E.A.;
Yeldell, J.;
Sadler, T.D.;
Ke, L.;
(2023)
Socioscientific modelling as an approach towards justice-centred science pedagogy.
London Review of Education
, 21
(1)
, Article 30. 10.14324/LRE.21.1.30.
|
Marín, V.I.;
(2023)
Book review: Digital Agency in Higher Education: Transforming teaching and learning, by Toril Aagaard and Andreas Lund.
[Review].
London Review of Education
, 21
(1)
, Article 22. 10.14324/LRE.21.1.22.
|
Menzies, L.;
(2023)
Continuity and churn: understanding and responding to the impact of teacher turnover.
London Review of Education
, 21
(1)
, Article 20. 10.14324/LRE.21.1.20.
|
Merchant, G.;
Bubb, S.;
(2023)
The master’s element in initial teacher training: what is its value?
London Review of Education
, 21
(1)
, Article 5. 10.14324/LRE.21.1.05.
|
Miller, D.;
Brown, C.;
Essex, R.;
(2023)
The psychosocial costs of racism to White staff members of an ethnically diverse, post-92 university.
London Review of Education
, 21
(1)
, Article 39. 10.14324/LRE.21.1.39.
|
Miller, D.;
Surendran, S.;
Towers, E.;
(2023)
Decolonising the school curriculum: a special feature.
London Review of Education
, 21
(1)
, Article 6. 10.14324/LRE.21.1.06.
|
Oliver, S.;
(2023)
Ann Oakley: new learning and global influence from working across conventional boundaries.
London Review of Education
, 21
(1)
, Article 11. 10.14324/LRE.21.1.11.
|
Phan, A.N.Q.;
(2023)
‘Dear Epsom’: a poetic autoethnography on campus as home of an international doctoral student in Aotearoa New Zealand.
London Review of Education
, 21
(1)
, Article 28. 10.14324/LRE.21.1.28.
|
Polovko, P.;
Glotov, S.;
(2023)
The educational process of Ukrainian university students following the full-scale Russian invasion.
London Review of Education
, 21
(1)
, Article 31. 10.14324/LRE.21.1.31.
|
Ramírez Espinosa, A.;
(2023)
Narratives of home-making on a Colombian intercultural campus.
London Review of Education
, 21
(1)
, Article 34. 10.14324/LRE.21.1.34.
|
Rifeser, J.;
Puntil, D.;
Borelli, E.;
(2023)
(Un)doing home: exploring home-making and identity – an example of a project in a London higher education classroom.
London Review of Education
, 21
(1)
, Article 33. 10.14324/LRE.21.1.33.
|
Sadoudi, Y.;
Holliday, A.;
(2023)
Defying grand narratives of ‘being an international student’: finding ‘home’ in the Other.
London Review of Education
, 21
(1)
, Article 18. 10.14324/LRE.21.1.18.
|
Salehjee, S.;
Watts, M.;
(2023)
‘STEAM success stories’: refocusing the framework of intersectionality.
London Review of Education
, 21
(1)
, Article 32. 10.14324/LRE.21.1.32.
|
Senior, L.;
Barnes, N.;
(2023)
Are our further education colleges still an anchor in our society?
London Review of Education
, 21
(1)
, Article 8. 10.14324/LRE.21.1.08.
|
Starkey, H.;
Wei, L.;
(2023)
The 120th anniversary of IOE: critical engagement with educational and social thought, practice and development.
London Review of Education
, 21
(1)
, Article 7. 10.14324/LRE.21.1.07.
|
Taras, M.;
Molina, I.;
Gallardo, K.;
Morales-Piñero, J.C.;
(2023)
Beliefs and understandings of assessment theories and terminologies by university lecturers.
London Review of Education
, 21
(1)
, Article 41. 10.14324/LRE.21.1.41.
|
Tillin, J.;
(2023)
The university role in new teacher learning – why it matters: Teach First trainee perspectives.
London Review of Education
, 21
(1)
, Article 3. 10.14324/LRE.21.1.03.
|
Wood, M.;
Belluigi, D.Z.;
Su, F.;
Seidl, E.;
(2023)
Navigating old and new terrains of academic practice in higher education: indelible and invisible marks left from the Covid-19 lockdown.
London Review of Education
, 21
(1)
, Article 19. 10.14324/LRE.21.1.19.
|
Yang, H.;
(2023)
Choice of international branch campus: a case study.
London Review of Education
, 21
(1)
, Article 16. 10.14324/LRE.21.1.16.
|
2022
Adewumi, B.;
Bailey, L.R.;
Mires-Richards, E.;
Quinlan, K.M.;
Agyeman, E.;
Alabi, A.;
Jeyasingh, M.;
... Wassamba-Wabelua, N.; + view all
(2022)
Cross-disciplinary, collaborative and student-led: developing a change process for diversifying reading lists.
London Review of Education
, 20
(1)
pp. 1-17.
10.14324/LRE.20.1.01.
|
Akhter, S.;
Watson, M.;
(2022)
Decolonising the school curriculum in an era of political polarisation.
London Review of Education
, 20
(1)
pp. 1-7.
10.14324/LRE.20.1.27.
|
Allen, J.;
Parry, G.;
(2022)
The bachelor’s degree in college systems: history, evidence and argument from England.
London Review of Education
, 20
(1)
pp. 1-16.
10.14324/LRE.20.1.26.
|
Altbach, P.;
DeLaquil, T.;
(2022)
Book review: Neo-Nationalism and Universities: Populists, autocrats, and the future of higher education, by John Aubrey Douglass.
[Review].
London Review of Education
, 20
(1)
pp. 1-3.
10.14324/LRE.20.1.35.
|
Apple, M.W.;
(2022)
Knowledge and sociality: on the Institute of Education (London) as a second home.
London Review of Education
, 20
(1)
pp. 1-9.
10.14324/LRE.20.1.16.
|
Asare, Y.;
(2022)
The rebirth of the call for antiracism in schools: learning from the past.
London Review of Education
, 20
(1)
pp. 1-6.
10.14324/LRE.20.1.11.
|
Brannen, J.;
Moss, P.;
Owen, C.;
Phoenix, A.;
(2022)
Thomas Coram: the life and times of a research unit at the Institute of Education (London).
London Review of Education
, 20
(1)
, Article 38. 10.14324/LRE.20.1.38.
|
Cheng, C.;
Yuen, S.S.M.;
(2022)
What determines logistics sub-degree students’ decision to pursue a bachelor’s degree?
London Review of Education
, 20
(1)
pp. 1-18.
10.14324/LRE.20.1.37.
|
Cook, V.;
Maine, F.;
Čermáková, A.;
(2022)
Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk.
London Review of Education
, 20
(1)
pp. 1-13.
10.14324/LRE.20.1.02.
|
Coskun, K.;
Kara, C.;
(2022)
The impact of the COVID-19 pandemic on primary school students’ mathematical reasoning skills: a mediation analysis.
London Review of Education
, 20
(1)
pp. 1-16.
10.14324/LRE.20.1.19.
|
Crowther, N.;
Addis, M.;
Winch, C.;
(2022)
Developing English VET through social partnership in further education.
London Review of Education
, 20
(1)
pp. 1-11.
10.14324/LRE.20.1.32.
|
Davis, R.G.;
(2022)
The development of primary teacher education at the Institute of Education (London), 1977–1986.
London Review of Education
, 20
(1)
, Article 33. 10.14324/LRE.20.1.33.
|
Faris, L.;
(2022)
A primary school head teacher’s experience of pressure to join a multi-academy trust.
London Review of Education
, 20
(1)
pp. 1-7.
10.14324/LRE.20.1.44.
|
Fitzsimons, S.;
Shaw, S.D.;
(2022)
Research claims within the education industry: managing reflective practice.
London Review of Education
, 20
(1)
pp. 1-12.
10.14324/LRE.20.1.36.
|
Hammersley, M.;
(2022)
Karl Mannheim and Jean Floud: a false start for the sociology of education in Britain?
London Review of Education
, 20
(1)
pp. 1-12.
10.14324/LRE.20.1.15.
|
Harmey, S.;
Ang, L.;
Grenier, J.;
(2022)
A participatory approach to embedding evidence in practice to support early language and communication in a London nursery school.
London Review of Education
, 20
(1)
, Article 31. 10.14324/lre.20.1.31.
|
Huddleston, P.;
Branch-Haddow, S.;
(2022)
‘Employers at the heart of the system’: whose system is it anyway?
London Review of Education
, 20
(1)
pp. 1-11.
10.14324/LRE.20.1.28.
|
James Relly, S.;
Robson, J.;
(2022)
Unpacking the tensions between local and national skills policy: employers, colleges and Local Enterprise Partnerships as collaborative anchors.
London Review of Education
, 20
(1)
pp. 1-12.
10.14324/LRE.20.1.46.
|
Jones, V.;
Mitra, S.;
Gupta, N.;
(2022)
Climate change and sustainability education in India and the place for arts-based practice: reflections from East Kolkata Wetlands.
London Review of Education
, 20
(1)
pp. 1-19.
10.14324/LRE.20.1.48.
|
Lebbakhar, A.;
Hoskins, K.;
Chappell, A.;
(2022)
Equality and diversity in secondary schools: teachers’ agentic and constrained enactments of the curriculum.
London Review of Education
, 20
(1)
pp. 1-13.
10.14324/LRE.20.1.49.
|
Ma, J.;
(2022)
Book review: Outlines of a Theory of Plural Habitus: Bourdieu revisited, by Miklós Hadas.
[Review].
London Review of Education
, 20
(1)
pp. 1-3.
10.14324/LRE.20.1.21.
|
Manathunga, C.;
Davidow, S.;
Williams, P.;
Willis, A.;
Raciti, M.;
Gilbey, K.;
Stanton, S.;
... Chan, A.; + view all
(2022)
Decolonising the school experience through poetry to foreground truth-telling and cognitive justice.
London Review of Education
, 20
(1)
pp. 1-10.
10.14324/LRE.20.1.06.
|
Morgan, J.;
(2022)
Knowledge, culture and the curriculum in Britain, 1944 to the present.
London Review of Education
, 20
(1)
, Article 34. 10.14324/LRE.20.1.34.
|
Mousumi, M.A.;
Kusakabe, T.;
(2022)
Private school choice among Muslim parents: the public–private school decision in Delhi, India.
London Review of Education
, 20
(1)
pp. 1-15.
10.14324/LRE.20.1.25.
|
Nayeri, C.;
Rushton, E.A.C.;
(2022)
Methodologies for decolonising geography curricula in the secondary school and in initial teacher education.
London Review of Education
, 20
(1)
pp. 1-14.
10.14324/LRE.20.1.04.
|
Philpott, C.;
(2022)
What does it mean to decolonise the school music curriculum?
London Review of Education
, 20
(1)
pp. 1-12.
10.14324/LRE.20.1.07.
|
Pillay, T.;
Ahn, C.;
Gyamerah, K.;
Liu, S.;
(2022)
Considering the role of social media: #BlackLivesMatter as a pedagogical intervention to decolonise curriculum.
London Review of Education
, 20
(1)
pp. 1-13.
10.14324/LRE.20.1.14.
|
Poudel, P.P.;
Jackson, L.;
Choi, T.-H.;
(2022)
Decolonisation of curriculum: the case of language education policy in Nepal.
London Review of Education
, 20
(1)
pp. 1-15.
10.14324/LRE.20.1.13.
|
Quickfall, A.;
Wood, P.;
Clarke, E.;
(2022)
The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts.
London Review of Education
, 20
(1)
pp. 1-14.
10.14324/LRE.20.1.50.
|
Richardson, R.;
(2022)
Education and equalities in Britain, 2010–2022: due regard and disregard in a time of pandemic.
London Review of Education
, 20
(1)
pp. 1-11.
10.14324/LRE.20.1.22.
|
Sharma, N.;
(2022)
Jagdish Gundara: broadening the field of intercultural studies at the Institute of Education (London).
London Review of Education
, 20
(1)
pp. 1-9.
10.14324/LRE.20.1.17.
|
Spina, N.;
Spooner-Lane, R.;
Mascadri, J.;
Briant, E.;
(2022)
Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education.
London Review of Education
, 20
(1)
pp. 1-11.
10.14324/LRE.20.1.47.
|
2021
Amott, P;
(2021)
Narrative practices in developing professional identities: Issues of objectivity and agency.
London Review of Education
, 19
(1)
pp. 1-16.
10.14324/LRE.19.1.11.
|
Burner, T;
Osler, A;
(2021)
Language, citizenship and schooling:
A minority teacher’s perspective.
London Review of Education
, 19
(1)
, Article 7. 10.14324/LRE.19.1.07.
|
Butler, A.M.;
Hahn, C.;
(2021)
Decolonize this art history: Imagining a decolonial art history programme at Kalamazoo College.
London Review of Education
, 19
(1)
pp. 1-15.
10.14324/LRE.19.1.22.
|
Connolly, V.;
(2021)
Can less be more? Instruction time and
attainment in English secondary schools:
Evidence from panel data.
London Review of Education
, 19
(1)
pp. 1-16.
10.14324/LRE.19.1.17.
|
Da’as, R.;
’Ali, N.;
(2021)
In the face of sociopolitical and cultural challenges: Educational leaders’ strategic thinking skills.
London Review of Education
, 19
(1)
pp. 1-18.
10.14324/LRE.19.1.27.
|
Dignum, V.;
(2021)
The role and challenges of education for
responsible AI.
London Review of Education
, 19
(1)
pp. 1-11.
10.14324/LRE.19.1.01.
|
Gardiner, R.A.;
(2021)
Book review: Hannah Arendt on Educational
Thinking and Practice in Dark Times:
Education for a world in crisis,
edited by Wayne Veck and Helen M. Gunter.
[Review].
London Review of Education
, 19
(1)
pp. 1-3.
10.14324/ LRE.19.1.15.
|
Hordern, J;
(2021)
Specialized, systematic and powerful
knowledge.
London Review of Education
, 19
(1)
, Article 6. 10.14324/LRE.19.1.06.
|
Innes, M.;
Gunter, H.M.;
Armstrong, P.;
(2021)
Researching literacy policy: Conceptualizing trends in the field.
London Review of Education
, 19
(1)
pp. 1-15.
10.14324/LRE.19.1.21.
|
Jones, I.;
(2021)
Reconceptualizing the ‘problem’ of widening
participation in higher education in England.
London Review of Education
, 19
(1)
pp. 1-14.
10.14324/LRE.19.1.02.
|
Keep, E.;
(2021)
Book review: The Governance of British Higher Education: The impact
of governmental, financial and market pressures, by Michael Shattock and Aniko
Horvath.
[Review].
London Review of Education
, 19
(1)
pp. 1-3.
10.14324/LRE.19.1.12.
|
Krause, U.;
Béneker, T.;
van Tartwijk, J.;
Maier, V.;
(2021)
Curriculum contexts, recontextualisation and attention for higher-order thinking.
London Review of Education
, 19
(1)
pp. 1-17.
10.14324/LRE.19.1.24.
|
Lokugamage, A;
Gishen, F;
Wong, S;
(2021)
‘Decolonising the Medical Curriculum‘: Humanising medicine through epistemic pluralism, cultural safety and critical consciousness.
London Review of Education
, 19
(1)
pp. 1-22.
10.14324/lre.19.1.16.
|
Mugari, Z.E.;
(2021)
The decolonial turn: reference lists in PhD theses as markers of theoretical shift/stasis in media and journalism studies at selected South African universities.
London Review of Education
, 19
(1)
pp. 1-16.
10.14324/LRE.19.1.28.
|
Parejo, J.L.;
Molina-Fernández, E.;
González-Pedraza, A.;
(2021)
Children’s narratives on migrant refugees: a practice of global citizenship.
London Review of Education
, 19
(1)
pp. 1-17.
10.14324/LRE.19.1.29.
|
Quinlan, K.;
(2021)
Do higher education students really seek
‘value for money’?: Debunking the myth.
London Review of Education
, 19
(1)
, Article 03. 10.14324/LRE.19.1.03.
|
Reiss, M;
(2021)
The use of AI in education: Practicalities and ethical considerations.
London Review of Education
, 19
(1)
, Article 5. 10.14324/LRE.19.1.05.
|
Reyes, V.;
Clancy, S.;
Koge, H.;
Richardson, K.;
Taylor, P.;
(2021)
Decolonising globalised curriculum landscapes: The identity and agency of academics.
London Review of Education
, 19
(1)
pp. 1-13.
10.14324/LRE.19.1.26.
|
Richardson, M;
Clesham, R;
(2021)
Rise of the machines? The evolving role of Artificial Intelligence (AI) technologies in high stakes assessment.
London Review of Education
, 19
(1)
pp. 1-13.
10.14324/LRE.19.1.10.
|
Skopec, M.;
Fyfe, M.;
Issa, H.;
Ippolito, K.;
Anderson, M.;
Harris, M.;
(2021)
Decolonization in a higher education STEMM institution – is ‘epistemic fragility’ a barrier?
London Review of Education
, 19
(1)
pp. 1-21.
10.14324/LRE.19.1.18.
|
Tomlinson, S;
(2021)
Book review: Diversity, Transformative
Knowledge, and Civic Education: Selected
essays, by James A. Banks.
[Review].
London Review of Education
, 19
(1)
, Article 8. 10.14324/LRE.19.1.08.
|
Wejnert, B.;
(2021)
Educating on democracy in a time of environmental disasters.
London Review of Education
, 19
(1)
pp. 1-16.
10.14324/LRE.19.1.30.
|
Yin, Y.;
(2021)
Book review: From ‘Teach for America’ to
‘Teach for China’: Global teacher education
reform and equity in education, by Sara Lam.
[Review].
London Review of Education
, 19
(1)
pp. 1-4.
10.14324/LRE.19.1.04.
|
Young, H.;
(2021)
Book review: The Good Ancestor: How to think long term in a short-term world, by Roman Krznaric.
[Review].
London Review of Education
, 19
(1)
pp. 1-3.
10.14324/LRE.19.1.20.
|
2020
Aggarwal, J;
Mahouachi, E;
(2020)
Book review: Facing Challenges and
Complexities in Retention of Novice Teachers,
edited by Denise McDonald.
London Review of Education
, 18
(3)
pp. 524-526.
10.14324/LRE.18.3.15.
|
Chand, V.S;
Kuril, S;
Shukla, A;
(2020)
Dialoguing with teacher-educators, valorizing
teacher innovations.
London Review of Education
, 18
(3)
pp. 451-466.
10.14324/LRE.18.3.09.
|
Daly, C;
Davidge-Smith, L;
Williams, C;
Jones, C;
(2020)
Is there hope for action research in a ‘directed profession’?
London Review of Education
, 18
(3)
pp. 339-355.
10.14324/LRE.18.3.02.
|
Earle, S;
(2020)
Balancing the demands of validity and
reliability in practice: Case study of a
changing system of primary science
summative assessment.
London Review of Education
, 18
(2)
pp. 221-235.
10.14324/LRE.18.2.06.
|
Edwards, S;
Brown, C;
(2020)
Close-to-practice research: The need for
student voice and the strange case of
Academy x.
London Review of Education
, 18
(3)
pp. 480-494.
10.14324/LRE.18.3.11.
|
Ellis, L;
Gordon, E;
Forsyth, M;
Ward, A;
Oliver, E;
(2020)
What level of support is required to enable
secondary school teachers to effectively teach
first aid? A randomized trial.
London Review of Education
, 18
(2)
pp. 236-249.
10.14324/LRE.18.2.07.
|
Gilbert, C;
Dudley, P;
Pratt, M;
Abbey, J;
Lang, J;
Bruckdorfer, H;
(2020)
Cross-school ‘close-to-practice’ action research, system leadership and local civic partnership re-engineering an inner-city learning community.
London Review of Education
, 18
(3)
pp. 390-407.
10.14324/LRE.18.3.05.
|
Glatter, R;
(2020)
Book review: System Leadership: Policy and practice in the English schools system, by Susan Cousin.
London Review of Education
, 18
(2)
pp. 315-317.
|
Godfrey, D;
(2020)
From peer review to collaborative peer enquiry: Action research for school improvement and leadership development.
London Review of Education
, 18
(3)
pp. 373-389.
10.14324/LRE.18.3.04.
|
Guerrero Hernández, G;
Fernández-Ugalde, RA;
(2020)
Teachers as researchers: Reflecting on the challenges of research–practice partnerships between school and university in Chile.
London Review of Education
, 18
(3)
pp. 423-438.
10.14324/LRE.18.3.07.
|
Kucirkova, N.;
Mackey, M.;
(2020)
Digital literacies and children’s personalized
books: Locating the ‘self’.
London Review of Education
, 18
(2)
pp. 151-162.
10.14324/LRE.18.2.01.
|
Lai, M;
Lu, G;
(2020)
Adapting to a new learning environment:
Mainland Chinese students studying in
master’s degree programmes in Hong Kong.
London Review of Education
, 18
(2)
pp. 250-264.
10.14324/LRE.18.2.08.
|
Leaton Gray, S;
Kucirkova, N;
(2020)
AI and the human in education: Editorial.
London Review of Education
, 19
(1)
, Article 10. 10.14324/LRE.19.1.10.
|
Ma, J;
(2020)
Book review: Being Modern in China:
A Western cultural analysis of modernity,
tradition and schooling in China today,
by Paul Willis.
London Review of Education
, 18
(3)
pp. 527-529.
10.14324/LRE.18.3.16.
|
McNiff, J;
(2020)
Certainty abandoned and some implications
for curriculum research.
London Review of Education
, 18
(3)
pp. 439-450.
10.14324/LRE.18.3.08.
|
Owen, S;
Davies, S;
(2020)
Maintaining an empowered school
community: Introducing digital
technologies by building digital literacies at
Beehive Montessori School.
London Review of Education
, 18
(3)
pp. 356-372.
10.14324/LRE.18.3.03.
|
Parapadakis, D.;
(2020)
Can artificial intelligence help predict a
learner’s needs? Lessons from predicting student satisfaction.
London Review of Education
, 18
(2)
pp. 178-195.
doi.org/10.14324/LRE.18.2.03.
|
Phoenix, A;
Amesu, A;
Naylor, I;
Zafar, K;
(2020)
Viewpoint: ‘When black lives matter all lives will matter’ − a teacher and three students discuss the BLM movement.
London Review of Education
, 18
(3)
pp. 519-523.
10.14324/LRE.18.3.14.
|
Rayner, S.M;
Gunter, H.M;
(2020)
Resistance, professional agency and the
reform of education in England.
London Review of Education
, 18
(2)
pp. 265-280.
10.14324/LRE.18.2.09.
|
Richardson, M;
Hernandez Hernandez, F;
Hiltunen, M;
Moura, A;
Fulkova, M;
King, F;
Collins, FM;
(2020)
Creative Connections: The power of contemporary art to explore European citizenship.
London Review of Education
, 18
(2)
pp. 281-298.
10.14324/LRE.18.2.10.
|
Saltman, K.;
(2020)
Artificial intelligence and the technological turn
of public education privatization: In defence of
democratic education.
London Review of Education
, 18
(2)
pp. 196-208.
10.14324/LRE.18.2.04.
|
Savva, M;
(2020)
Book review: Routledge Handbook of NGOs
and International Relations, edited by
Thomas Davies.
London Review of Education
, 18
(2)
pp. 318-319.
10.14324/LRE.18.2.14.
|
Svennevig, H;
(2020)
Book review: The Rise of Character Education in Britain: Heroes, dragons and the myths of character, by Lee Jerome and Ben Kisby.
London Review of Education
, 18
(3)
pp. 530-532.
10.14324/LRE.18.3.17.
|
Temple, P;
(2020)
Book review: Understanding Power and Leadership in Higher Education: Tools for institutional change, by Mark Kretovics.
London Review of Education
, 18
(3)
pp. 533-535.
10.14324/LRE.18.3.18.
|
Temple, P;
(2020)
Book review: Politics, Managerialism, and University Governance: Lessons from Hong Kong under China’s rule since 1997, by Wing-Wah Law.
London Review of Education
, 18
(2)
pp. 320-322.
10.14324/LRE.18.2.15.
|
Vaughan, S;
(2020)
Exploring teachers’ experiences of action research.
London Review of Education
, 18
(3)
pp. 408-422.
10.14324/LRE.18.3.06.
|
Wake, G;
Seleznyov, S;
(2020)
Curriculum design through lesson study.
London Review of Education
, 18
(3)
pp. 467-479.
10.14324/LRE.18.3.10.
|
2019
Adhikary, R.;
Lingard, B.;
(2019)
Global–local imbrications in education policy:
Methodological reflections on researching the
sociology of Teach for Bangladesh.
London Review of Education
, 17
(3)
pp. 252-267.
10.18546/LRE.17.3.02.
|
Ambrose, H.;
(2019)
Psychodynamic incidents in teaching: Researching relational aspects of classroom practice.
London Review of Education
, 17
(3)
pp. 284-296.
10.18546/LRE.17.3.04.
|
Culshaw, S.;
(2019)
The unspoken power of collage? Using an innovative arts-based research method to explore the experience of struggling as a teacher.
London Review of Education
, 17
(3)
pp. 268-283.
10.18546/LRE.17.3.03.
|
De Groot, I.;
Eidhof, B.;
(2019)
Mock elections as a way to cultivate democratic development and a democratic school culture.
London Review of Education
, 17
(3)
pp. 362-382.
10.18546/LRE.17.3.11.
|
Demie, F.;
(2019)
Educational attainment of Eastern European pupils in primary schools in England: Implications for policy and practice.
London Review of Education
, 17
(2)
, Article 5. 10.18546/LRE.17.2.05.
|
Hyland, Sh.;
(2019)
Book review: The Thinking University: A philosophical examination of thought and higher education, edited by Ronald Barnett and Søren Bengtsen.
[Book].
[Review].
London Review of Education
pp. 439-441.
10.18546/LRE.17.3.16.
|
Kennedy, E.;
Laurillard, D.;
(2019)
The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement.
London Review of Education
, 17
(2)
, Article 4. 10.18546/LRE.17.2.04.
|
Langdon, F.;
Daly, C.;
Milton, E.;
Jones, K.;
Palmer, M.;
(2019)
Challenges for principled induction and mentoring of new teachers: Lessons from New Zealand and Wales.
London Review of Education
, 17
(2)
, Article 14. 10.18546/LRE.17.2.14.
|
Maine, F.;
Cook, V.;
Lähdesmäki, T.;
(2019)
Reconceptualizing cultural literacy as a dialogic practice.
London Review of Education
, 17
(3)
pp. 383-392.
10.18546/LRE.17.3.12.
|
Mandal, S.;
(2019)
The rise of lifelong learning and fall of adult education in India.
London Review of Education
, 17
(3)
pp. 318-330.
10.18546/LRE.17.3.08.
|
Martin, S.;
Burbach, J.;
Lares Benitez, L.;
Ramiz, I.;
(2019)
Participatory action research and co-researching as a tool for situating youth knowledge at the centre of research.
London Review of Education
, 17
(3)
pp. 297-313.
doi.org/10.18546/LRE.17.3.05.
|
Molla, T.;
(2019)
Educational aid, symbolic power and policy reform: The World Bank in Ethiopia.
London Review of Education
, 17
(3)
pp. 331-346.
10.18546/LRE.17.3.09.
|
Molway, L.;
(2019)
'It's all about coping with the new specifications': Coping professional development – the new CPD.
London Review of Education
, 17
(2)
pp. 97-111.
10.18546/LRE.17.2.01.
|
Morris, P.;
(2019)
Foreword: New directions in lifelong learning.
London Review of Education
, 17
(3)
pp. 314-315.
10.18546/LRE.17.3.06.
|
Moss, P.;
Petrie, P.;
(2019)
Education and social pedagogy: What relationship?
London Review of Education
, 17
(3)
pp. 393-405.
10.18546/LRE.17.3.13.
|
Nolan, A.;
Molla, T.;
(2019)
Supporting teacher professionalism through tailored professional learning.
London Review of Education
, 17
(2)
, Article 3. 10.18546/LRE.17.2.03.
|
Parry, D.;
(2019)
The challenges facing English schools in the journey to 2030, with a specific focus on London.
London Review of Education
, 17
(2)
, Article 6. 10.18546/LRE.17.2.06.
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Race, R.;
(2019)
Book review: Multicultural Education of Children and Adolescents.
London Review of Education
, 17
(3)
pp. 445-447.
10.18546/LRE.17.3.18.
|
Rospigliosi, A.;
Bourner, T.;
(2019)
Researcher development in universities: Origins and historical context.
London Review of Education
, 17
(2)
, Article 8. 10.18546/LRE.17.2.08.
|
Sanchez Tyson, L.;
Watson Vega, V.;
(2019)
Editorial: New directions in lifelong learning.
London Review of Education
, 17
(3)
pp. 316-317.
10.18546/LRE.17.3.07.
|
Sanchez Tyson, L.;
Watson Vega, V.;
(2019)
Why we need to talk about lifelong learning and intercultural universities.
London Review of Education
, 17
(3)
pp. 347-361.
10.18546/LRE.17.3.10.
|
Sharma, S.;
Catalano, E.;
Seetzen, H.;
Julia Minors, H.;
Collins-Mayo, S.;
(2019)
Taking Race Live: Exploring experiences of race through interdisciplinary collaboration in higher education.
London Review of Education
, 17
(2)
, Article 7. 10.18546/LRE.17.2.07.
|
Tarozzi, M.;
Mallon, B.;
(2019)
Educating teachers towards global citizenship: A comparative study in four European countries.
London Review of Education
, 17
(2)
, Article 2. 10.18546/LRE.17.2.02.
|
Taylor, J.;
(2019)
Book review: The Impact of the First World War on British Universities: Emerging from the shadows.
[Review].
London Review of Education
, 17
(3)
pp. 448-450.
10.18546/LRE.17.3.19.
|
Temple, P.;
(2019)
University spaces: Creating cité and place.
London Review of Education
, 17
(2)
, Article 9. 10.18546/LRE.17.2.09.
|
Vidal-Hall, Ch.;
Sakata, N.;
Higham, R.;
(2019)
Editorial: Methodological innovations in qualitative educational research.
London Review of Education
, 17
(3)
pp. 249-251.
10.18546/LRE.17.3.01.
|
White, J.;
(2019)
The end of powerful knowledge?
London Review of Education
, 17
(3)
pp. 429-438.
10.18546/LRE.17.3.15.
|