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Items where Subject is "London Review of Education"

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Number of items at this level: 151.

A

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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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B

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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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C

Carpentier, V; Book review: Social Equality in Education: France and England 1789–1939, by Ann Margaret Doyle. London Review of Education , 18 (2) 10.14324/lre.18.2.12. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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D

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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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E

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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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F

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. Green open access
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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. Green open access
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G

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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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H

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. Green open access
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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. Green open access
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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. Green open access
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Hordern, J; (2021) Specialized, systematic and powerful knowledge. London Review of Education , 19 (1) , Article 6. 10.14324/LRE.19.1.06. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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I

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. Green open access
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J

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. Green open access
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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. Green open access
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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. Green open access
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K

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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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L

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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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M

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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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Morris, P.; (2019) Foreword: New directions in lifelong learning. London Review of Education , 17 (3) pp. 314-315. 10.18546/LRE.17.3.06. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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N

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. Green open access
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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. Green open access
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O

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. Green open access
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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. Green open access
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P

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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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Q

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. Green open access
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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. Green open access
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R

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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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Temple, P.; (2019) University spaces: Creating cité and place. London Review of Education , 17 (2) , Article 9. 10.18546/LRE.17.2.09. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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Vaughan, S; (2020) Exploring teachers’ experiences of action research. London Review of Education , 18 (3) pp. 408-422. 10.14324/LRE.18.3.06. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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White, J; Education in an uncertain future:Two scenarios. London Review of Education , 18 (2) 10.14324/lre.18.2.11. Green open access
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White, J.; (2019) The end of powerful knowledge? London Review of Education , 17 (3) pp. 429-438. 10.18546/LRE.17.3.15. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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This list was generated on Fri May 17 15:50:23 2024 BST.