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Items where Subject is "London Review of Education"

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Group by: Author | Type | Date

Jump to: 2025 | 2024 | 2023 | 2022 | 2021 | 2020 | 2019

Number of items at this level: 198.

2025

Al Haj Sleiman, N.; Alsaleh, A.A.; Abdel-Hameed, F.S.M.; Zayed, S.Y.; (2025) Examining educational leadership preparation and development programmes in the Gulf region: a comparative study of Bahrain, Kuwait and Qatar. London Review of Education , 23 (1) , Article 13. 10.14324/LRE.23.1.13.

Cameron, C.; Villadsen, A.; Roberts, A.; Evans, J.; Hill, V.; Hurry, J.; Johansen, T.; ... Wyse, D.; + view all Cameron, C.; Villadsen, A.; Roberts, A.; Evans, J.; Hill, V.; Hurry, J.; Johansen, T.; Van Herwegen, J.; Wyse, D.; - view fewer (2025) School absence and (primary) school connectedness: evidence from the Millennium Cohort Study. London Review of Education , 23 (1) , Article 5. 10.14324/LRE.23.1.05.

Cong-Lem, N.; (2025) Rethinking evidence-informed policy and practice in the age of generative artificial intelligence. London Review of Education , 23 (1) , Article 16. 10.14324/LRE.23.1.16.

Hordern, J.; Brooks, C.; (2025) The ITTECF and educational research: the next version of a flawed vision? London Review of Education , 23 (1) , Article 6. 10.14324/LRE.23.1.06.

Kebabi, Amina; (2025) Intra-action between academics and their areas of expertise in the quest for social equality in academia and society: a posthuman perspective. London Review of Education , 23 (1) , Article 3. 10.14324/lre.23.1.03.

Lickens, J.; (2025) Exploring how queer teachers of English for speakers of other languages (ESOL) negotiate sexuality in the classroom. London Review of Education , 23 (1) , Article 4. 10.14324/LRE.23.1.04.

Luoma, T.; (2025) Book review: Children’s Life-Histories in Primary Schools: Imagining schooling as a positive experience, by Eleanore Hargreaves, Denise Buchanan and Laura Quick. [Review]. London Review of Education , 23 (1) , Article 15. 10.14324/LRE.23.1.15.

Miller, D.; Essex, R.; Brown, C.; (2025) ‘I’m managed by a White man who’s managed by a White man who’s managed by a White woman who’s managed by a White man’: the problem of institutional racism in a UK-based university. London Review of Education , 23 (1) , Article 8. 10.14324/LRE.23.1.08.

Pažur, M.; Antulić Majcen, S.; (2025) Components of an inclusive, democratic culture in pedagogical practice of early childhood education and care teachers in Croatia. London Review of Education , 23 (1) , Article 7. 10.14324/LRE.23.1.07.

Pomeroy, D.; (2025) Book review: Bottom Set Citizen: Ability grouping in schools – meritocracy’s undeserving, by Paula Ambrossi. [Review]. London Review of Education , 23 (1) , Article 9. 10.14324/LRE.23.1.09.

Salema, Y.; (2025) Book review: Early Childhood in the Anglosphere: Systemic failings and transformative possibilities, by Peter Moss and Linda Mitchell. [Review]. London Review of Education , 23 (1) , Article 1. 10.14324/LRE.23.1.01.

Sappor, G.; Franks, J.; (2025) The BAME awarding gap: understanding student perspectives. London Review of Education , 23 (1) , Article 2. 10.14324/LRE.23.1.02.

Stansfield, C.; O'Mara-Eves, A.; (2025) Balancing workload with sensitivity to efficiently identify randomised controlled trials in an education systematic review. London Review of Education , 23 (1) , Article 11. 10.14324/LRE.23.1.11.

Teo, J.E.; (2025) Retrieving Schwab’s practical in Shulman’s signature pedagogies: unpacking the moral dimension in Singapore’s educational leadership development. London Review of Education , 23 (1) , Article 14. 10.14324/LRE.23.1.14.

Watson Todd, R.; Munkong, C.; Assavarak, P.; Pojanapunya, P.; (2025) Authentic learning for soft skills development and environmental sustainability. London Review of Education , 23 (1) , Article 12. 10.14324/LRE.23.1.12.

Zammit, L.; (2025) Promoting ethical online behaviour: the perspectives of educators, experts and policymakers on cyberbullying in Maltese secondary schools. London Review of Education , 23 (1) , Article 10. 10.14324/LRE.23.1.10.

2024

Altunbas, H.G.; Mulcahy, M.; Reiss, M.J.; (2024) A framework for investigating immigrant students’ attitudes towards science, exemplified with data from Turkish families. London Review of Education , 22 (1) , Article 14. 10.14324/LRE.22.1.14.

Archer, L.; King, H.; Godec, S.; Chowdhuri, M.N.; (2024) Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach. London Review of Education , 22 (1) , Article 7. 10.14324/LRE.22.1.07.

Bamford, J.; Moschini, E.; (2024) The third space, student and staff co-creation of gamified informal learning: an emerging model of co-design. London Review of Education , 22 (1) , Article 21. 10.14324/LRE.22.1.21.

Buckley, C.; Syska, A.; Heggie, L.; (2024) Grounded in liquidity: writing and identity in third space. London Review of Education , 22 (1) , Article 26. 10.14324/LRE.22.1.26.

Campbell, K.; (2024) Labelling in the academy: identity renegotiation among postgraduate teaching assistants. London Review of Education , 22 (1) , Article 16. 10.14324/LRE.22.1.16.

Emms, K.; Kersh, N.; Laczik, A.; (2024) Fostering practically based learning spaces through industry-engaged higher education models. London Review of Education , 22 (1) , Article 32. 10.14324/LRE.22.1.32.

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.

Freeman, R.P.J.; Price, A.M.; (2024) Researcher developers: an emerging third space profession. London Review of Education , 22 (1) , Article 25. 10.14324/LRE.22.1.25.

Freires, T.; Lopes, A.; (2024) Innovation through the implementation of technology in the context of school education: a systematic review. London Review of Education , 22 (1) , Article 37. 10.14324/LRE.22.1.37.

Fúnez-Flores, J.I.; Pinheiro, W.A.; Ávila Mendoza, A.; Phelps, R.; Cherry Shive, E.; (2024) The sociopolitical turn in mathematics education and decolonial theory. London Review of Education , 22 (1) , Article 13. 10.14324/LRE.22.1.13.

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.

Hoelscher, M.; Lauer, J.; (2024) German higher education managers in the multiple hybrid university and their positioning with respect to third space. London Review of Education , 22 (1) , Article 41. 10.14324/LRE.22.1.41.

Joubert, M.; (2024) The liminal space: academic literacies practitioners’ construction of professional identity in the betwixt and between. London Review of Education , 22 (1) , Article 15. 10.14324/LRE.22.1.15.

Karlstrøm, H.; (2024) Uses of artificial intelligence and machine learning in systematic reviews of education research. London Review of Education , 22 (1) , Article 40. 10.14324/LRE.22.1.40.

Kinchin, I.; Pugh, S.; (2024) Ecological dynamics in the third space: a diffractive analysis of academic development. London Review of Education , 22 (1) , Article 17. 10.14324/LRE.22.1.17.

Lamb, R.; Buckley, C.; Vieth, S.; (2024) The Living CV project: a model of collaborative learning in third space. London Review of Education , 22 (1) , Article 35. 10.14324/LRE.22.1.35.

Llewellyn, K.R.; Clark, P.; Clifford, S.; Capó García, R.; (2024) Missing methods: a call for holistic analysis of history textbooks. London Review of Education , 22 (1) , Article 30. 10.14324/LRE.22.1.30.

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.

Monteiro, F.; Sousa, A.; (2024) Decentring engineering education beyond the technical dimension: ethical skills framework. London Review of Education , 22 (1) , Article 23. 10.14324/LRE.22.1.23.

Nøkleby, H.; Langøien, L.J.; Borge, T.C.; Johansen, T.B.; (2024) Experiences and consequences of remote schooling during the Covid-19 pandemic for children and youth in the Nordic countries: a scoping review. London Review of Education , 22 (1) , Article 39. 10.14324/LRE.22.1.39.

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.

Puhr, R.; (2024) Leveraging the potential of third space faculty developers to foster individual and collective flourishing faculty professional identities in higher education. London Review of Education , 22 (1) , Article 19. 10.14324/LRE.22.1.19.

Rees, N.; (2024) Understanding international student experiences in Japanese higher education: belonging as an indicator of internationalisation success. London Review of Education , 22 (1) , Article 27. 10.14324/LRE.22.1.27.

Renyard, J.; (2024) Making it work in practice: how heads of quality negotiate the third space. London Review of Education , 22 (1) , Article 18. 10.14324/LRE.22.1.18.

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 Soto, P.; López, V.; Bravo, P.; Urbina, C.; Báez, T.; Acum, F.; Ipinza, R.; Venegas, J.; Jeldes, J.C.; González, C.; Lepe, S.; González, J.; - view fewer (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.

Thiedig, C.; Wegner, A.; (2024) Evidence use in higher education decision-making and policy: a scoping review of empirical studies from 2010 to 2022. London Review of Education , 22 (1) , Article 36. 10.14324/LRE.22.1.36.

Thomas Dotta, L.; Freitas, A.; Sousa, R.T.; (2024) Methodological issues in technology-mediated qualitative data collection: a mapping of research undertaken in schools during the Covid-19 pandemic. London Review of Education , 22 (1) , Article 34. 10.14324/LRE.22.1.34.

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.

Veles, N.; (2024) Critical thirding and third space collaboration: university professional staff and new type of knowledge production. London Review of Education , 22 (1) , Article 24. 10.14324/LRE.22.1.24.

Vere, K.; Verney, C.; Webster-Deakin, T.; (2024) Crossing and dismantling boundaries: recognising the value of professional staff within higher education. London Review of Education , 22 (1) , Article 29. 10.14324/LRE.22.1.29.

Wood, P.; Quickfall, A.; (2024) The emergence of leadership as social triage: understanding the impact of the long shadows of austerity and the Covid-19 pandemic in English schools. London Review of Education , 22 (1) , Article 38. 10.14324/LRE.22.1.38.

Yeldell, J.; Wilkins-Yel, K.; Bharaj, P.K.; Cross Francis, D.; Mahmud, A.; Walters, R.; Bryson, T.; (2024) ‘Using my education to fight for my communities’: understanding how an equity-based STEM experience cultivated equity ethic and STEM identity development among women of colour in STEM. London Review of Education , 22 (1) , Article 28. 10.14324/LRE.22.1.28.

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.

Ben Giaber, R.; Al Haj Sleiman, N.; Al-Waeli, J.; (2023) Home-making in the internationalised university: a theoretical and personal encounter through SWANA Forum for Social Justice. London Review of Education , 21 (1) , Article 36. 10.14324/LRE.21.1.36.

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.

Brooks, C.; Perryman, J.; (2023) Policy in the pandemic: lost opportunities, returning to ‘normal’ and ratcheting up control. London Review of Education , 21 (1) , Article 23. 10.14324/LRE.21.1.23.

Chung, J.; (2023) Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland. London Review of Education , 21 (1) , Article 13. 10.14324/LRE.21.1.13.

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.

Holligan, C.; Shah, Q.; (2023) The prestige economy of elite education: a Baudrillardian analysis of an aspirational English school. London Review of Education , 21 (1) , Article 10. 10.14324/LRE.21.1.10.

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.

Nag Chowdhuri, M.; King, H.; Godec, S.; Archer, L.; (2023) Towards justice-oriented science teaching: examining the impact of the science capital teaching approach on teachers. London Review of Education , 21 (1) , Article 37. 10.14324/LRE.21.1.37.

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.

Purves, R.M.; Pulsford, M.; Morris, R.; (2023) Leading undergraduate provision in further education colleges: the experiences of BA Education programme leaders. London Review of Education , 21 (1) , Article 9. 10.14324/LRE.21.1.09.

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.

Shah, R.; Preston, A.; Dimova, E.; (2023) Making community-based learning and teaching happen: findings from an institutional study. London Review of Education , 21 (1) , Article 17. 10.14324/LRE.21.1.17.

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 Adewumi, B.; Bailey, L.R.; Mires-Richards, E.; Quinlan, K.M.; Agyeman, E.; Alabi, A.; Jeyasingh, M.; Konadu-Mensah, C.; Lavinière, W.; Mighton, P.; Shortridge, T.; Thomas, D.S.P.; Wassamba-Wabelua, N.; - view fewer (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 Manathunga, C.; Davidow, S.; Williams, P.; Willis, A.; Raciti, M.; Gilbey, K.; Stanton, S.; O'Chin, H.; Chan, A.; - view fewer (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.

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.

This list was generated on Mon Sep 29 23:25:32 2025 BST.