The Oxford Review of Education is one of the UK’s leading international education journals. It was founded in 1974 in the Department of Education, and published its first issue in 1975.
To mark the 50th anniversary of the ORE, the Editors selected 50 articles to represent the quality and breadth of publications in the journal over the decades. From January 2024 they are freely available for a limited period here.
We celebrated with a seminar on 10th June 2024 at the Department of Education. Arathi Sriprakash, Professor of Sociology and Education, gave a thought-provoking talk: ‘Sociodigital futures of education: reparations, sovereignty, care, and democratisation’. Her co-authored paper is available on the journal’s website. The abstract is below.
As EdTech industries grow in reach and power it is imperative to motivate conditions for ethical challenge and contestation. In this talk I explore how the lenses of reparations, sovereignty, care and democratisation offer vital resources for envisaging alternative sociodigital futures of education. These ideas can disrupt dominant EdTech modalities, urging new agendas for research, redesign and regulation in relation to EdTech, and surfacing different kinds of relationships and priorities for education/social justice.
Each year the Oxford Review of Education awards a prize to the PGCE student with the highest scoring Professional Development Programme assignment. The award-winning assignment in 2024 was How can children on the autistic spectrum be included successfully in mainstream education? Professor Jo-Anne Baird presented the award at the PGCE end-of-year celebration party at the Oxford University Museum of Natural History.
The Oxford Review of Education aims to publish important new work on educational topics of general interest in a form that is accessible to a broad educational readership. The Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective kind, which may draw on the full range of disciplines relevant to education.
The journal normally produces two Special Issues each year. These enable the editors and guest editors to explore relevant themes in depth and to maintain a cross-disciplinary outlook which has characterised the journal since its beginnings. The Editors welcome proposals for future special issues. Please contact the Editorial Office (editorialoffice.ore@education.ox.ac.uk) for guidance on how to submit a proposal. The Editors are willing to provide feedback and support in developing a proposal; all proposals are discussed by the Editorial Board which has responsibility for planning Special Issues. Recently published Special Issues and Thematic Issues include:
The Editorial Board meets regularly. It is made up of members from the University of Oxford Department of Education and other relevant departments and from research fields relevant to education. It also has an International Advisory Board of members from different regions of the world and with various areas of expertise in the field of education or interdisciplinary research and practice.
Academic Editors: Jo-Anne Baird, Velda Elliott and Steve Strand
Managing Editor: Joanne Hazell
Editorial office: Email editorialoffice.ore@education.ox.ac.uk
Telephone: +44 (0)1865 284407
X (formerly Twitter): @OxfordRevEd
The Oxford Review of Education publishes six issues a year – please visit the journal homepage to see all the issues. Contents of Special Issues, Thematic Issues and links to articles are listed below.
Special Issue: Competence, competition, content and control: Sociological perspectives on educational assessment
Guest editors: Guoxing Yu, Michelle Meadows, Patricia Broadfoot and Jo-Anne Baird
Editorial: Competence, competition, content and control: sociological perspectives on educational assessment
Michelle Meadows, Guoxing Yu, Jo-Anne Baird & Patricia Broadfoot
The moral grounding of changing educational assessment and accountability: a theoretically informed analysis of moral assemblages in Denmark
Mark Murphy & Christian Ydesen
What does success mean to you? Negotiating individual definitions of educational success within an examination-dominated regime of truth
Thomas Godfrey-Faussett & Jo-Anne Baird
Standardised testing in the context of constitutionally protected freedom of education – the case of Flanders
Michelle Meadows & Inés Sanguino
Competing interests of stakeholders in a policy-driven test: a sociological analysis
Yan Jin & Guoxing Yu
Personalising assessment in the service of equity
Randy E. Bennett
Emerging horizons for social justice in assessment: can assessment move beyond competence, competition, content and control?
María Teresa Flórez Petour, Luis Felipe De la Vega & José Miguel Olave Astorga
Generative AI and the social functions of educational assessment
Patricia Broadfoot & James Rockey
Special Issue: The political economies of school exclusion across the UK
Guest editors: Ian Thompson and Harry Daniels
Editorial: Excluded lives: a ‘home-international’ comparison of school exclusion
Harry Daniels & Ian Thompson
School exclusion policies across the UK: convergence and divergence
Gillean McCluskey, Gavin Duffy, Sally Power, Gareth Robinson, Alice Tawell, Annie Taylor, Michelle Templeton & Ian Thompson
The costs of school exclusion: a case study analysis of England, Wales and Scotland
Kyann Zhang, Alice Tawell & Sara Evans-Lacko
‘Alternative’ education provision: a mapping and critique
Annie Taylor & Gillean McCluskey
Psychosocial disorder or rational action? Contrasting professional and pupil narratives of school exclusion
Sally Power, Jemma Bridgeman & Chris Taylor
At-risk or a risk? SENCOs’ conceptualisations of vulnerability and risk in relation to school exclusion
Jill Porter & Alice Tawell
Formal school exclusions over the educational lifecourse in Wales
Foteini Tseliou, Chris Taylor & Sally Power
The political economy of school exclusion in Northern Ireland: the intersection of perspectives from mainstream education, alternative provision and an official education body
Gavin Duffy, Tony Gallagher, Laura Lundy, Gareth Robinson & Michelle Templeton
Foreword to the fiftieth volume
Jo-Anne Baird, Victoria Elliott and Steve Strand
Track prejudice in Belgian secondary schools: examining the influence of social-psychological and structural school features
Lorenz Dekeyser, Mieke Van Houtte, Charlotte Maene & Peter Stevens
Is a more selective exit exam related to shadow education use? An analysis of two cohorts of final-year secondary school students in the Netherlands
Daury Jansen, Louise Elffers, Suzanne Jak & Monique L. L. Volman
Using GIS to analyse early years provision in Northern Ireland – adding another year of segregated education?
Stephen Roulston & Sally Cook
Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective
Elif Manuo?lu & Elis Güngör
The complexity of student-led research: from terminology to practice in a case study of three countries
Daria Khanolainen, Victoria Cooper, David Messer & Elena Revyakina
Identifying a research agenda for postgraduate taught education in the UK: lessons from a machine learning facilitated systematic scoping review
Gale Macleod, Marshall Dozier, Rosa Marvell, Gerri Matthews-Smith, Malcolm R. Macleod & Jing Liao
Perceptions of key education actors towards PISA: the case of Scotland
Mobarak Hossain
Anxiety and performance during tests: the roles of coping and updating
Luis Rojas-Torres, Luis A. Furlan, Vanessa Smith-Castro & Guaner Rojas-Rojas
Special Issue: Pedagogy and Indigenous knowing and learning
Guest Editors: Elizabeth Ann Rahman and Thandeka Cochrane
Editorial: Pedagogy and Indigenous knowing and learning
Elizabeth Ann Rahman & Thandeka Cochrane
Indigenous heritage as an educational resource in primary education
A. José Farrujia de la Rosa, Patricio Sebastián Henríquez Ritchie & Tania Elizabet Zavala Martínez
Gesturing towards decolonial teaching praxis and unlearning colonial methods: teaching reflections in the struggle to decolonise research methodologies
Amber Murrey, Nokuthula Hlabangane, Steve Puttick & Christopher Francis Frattina della Frattina
The power of stories: oral storytelling, schooling and onto-epistemologies in rural Malawi
Thandeka Cochrane
Tessellation, shamanism, and being alive to things
Ricardo Nemirovsky & Don Duprez
Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil
Ana Maria R. Gomes & Érica Dumont-Pena
Formabiap’s Indigenous educative community, Peru: a biosocial pedagogy
Elizabeth Ann Rahman, Françoise Barbira Freedman, Fernando Antonio García Rivera & Meredith Castro Rios
Pedagogies for the future: ethnographic reflections on two Latin American learning journeys
Laura Rival
Special Issue: Global challenges and new directions in early years intervention research
Guest Editor: Sonali Nag
Editorial: Teaching and learning: what matters for intervention
Sonali Nag
The role of teachers’ implicit social goals in pedagogical reforms in Tanzania
Matthew C. H. Jukes, Nkanileka L. Mgonda, Jovina L. Tibenda & Yasmin Sitabkhan
Scaling up early language intervention in educational settings: First steps matter
Mirela C. C. Ramacciotti, Helena Sousa, Heloisa G. Silveira, Charles Hulme, Margaret J. Snowling, Dianne F. Newbury & Marina L. Puglisi
Embracing diglossia in early literacy education in Arabic: A pilot intervention study with kindergarten children
Elinor Saiegh-Haddad
Measuring indicators of Sustainable Development Goal Target 4.2.1: factor structure of a direct assessment tool in four Asian countries
Ben Richards, Nirmala Rao & Stephanie W. Y. Chan
A slippery slope: early learning and equity in rural India
Yiran Vicky Zhao, Suman Bhattacharjea & Benjamin Alcott
Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England
Pamela Sammons, Kathy Sylva, James Hall, Maria Evangelou & Rebecca Smees
Special Issue: Making worlds in research on higher education: Different pathways to the international and global
Guest Editor: Simon Marginson
Editorial: Research on international and global higher education: Six different perspectives
Simon Marginson
The state and ‘field’ of comparative higher education
Ariane de Gayardon
International development higher education: Looking from the past, looking to the future
Maia Chankseliani
What is global higher education?
Simon Marginson
Partial, hierarchical and stratified space? Understanding ‘the international’ in studies of international student mobility
Rachel Brooks and Johanna Waters
Rethinking the ‘global’ in global higher education studies: From the lens of the Chinese idea of tianxia
Lili Yang and Lin Tian
Special Issue: The spaces and places of schooling: historical perspectives
Guest Editors: Catherine Burke and William Whyte
Editorial: The spaces and places of schooling: historical perspectives
Catherine Burke and William Whyte
The four pillars: the architecture of the government school in Australia 1835-1885
Julie Willis
The pedagogy of latrines. A kaleidoscopic look at the history of school bathrooms in Argentina, 1880-1930
Inés Dussel
Mary and David Medd’s work: domesticity in postwar British school design (1949–72)
Paula Lacomba Montes and Alejandro Campos Uribe
Towards a new model of school design in Portugal (1964-1974): Rationalisation, standardisation, economic constraints and control devices
Alexandra Alegre and Teresa Heitor
Standardisation and architectural ideas for school buildings in Soviet Lithuania
Edita Riaubien? and Liutauras Nekrošius
Open-plan schooling and everyday utopias: Australia and Denmark in the 1970s
Julie McLeod and Lisa Rosén Rasmussen
Untangling the sociomateriality of the classroom: biographies of school spaces (c. 1960–2014)
Frederik Herman and Jo Tondeur
On silent feet: the library and the child
Kate Spencer-Bennett and Ian Grosvenor
Special Issue: Teacher education research, policy and practice: future directions
Guest Editors: Diane Mayer and Alis Oancea
Teacher education research, policy and practice: finding future research directionses
Diane Mayer and Alis Oancea
Rethinking teacher education: The trouble with accountability
Marilyn Cochran-Smith
Comparative research on teachers and teacher education: global perspectives to inform UNESCO’s SDG 4 agenda
Maria Teresa Tatto
The quest for better teaching
Jennifer M. Gore
The reform of initial teacher education in Wales: from vision to reality
John Furlong, Jeremy Griffiths, Cecilia Hannigan-Davies, Alma Harris & Michelle Jones
Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework
Linda Clarke, Conor Galvin, Maria Campbell, Pamela Cowan, Kathy Hall, Geraldine Magennis, Teresa O’Doherty, Noel Purdy & Lesley Abbott
Research capacity-building in teacher education
Alis Oancea, Nigel Fancourt, James Robson, Ian Thompson, Ann Childs & Nuzha Nuseibeh
The connections and disconnections between teacher education policy and research: reframing evidence
Diane Mayer
Special Issue: The problem of dyslexia: historical perspectives
Guest Editors: Philip Kirby, Kate Nation, Margaret Snowling & William Whyte
Editorial: The problem of dyslexia: historical perspectives
Philip Kirby, Kate Nation, Margaret Snowling & William Whyte
Class and classification: the London Word Blind Centre for Dyslexic children, 1962–1972
William Whyte
The Isle of Wight studies: the scope and scale of reading difficulties
Barbara Maughan, Michael Rutter & William Yule
A Pioneer in Context: T R Miles and the Bangor Dyslexia Unit
R. J. W. Evans
The American experience: towards a 21st century definition of dyslexia
Bennett A. Shaywitz & Sally E. Shaywitz
Dyslexia debated, then and now: a historical perspective on the dyslexia debate
Philip Kirby
The dyslexia debate: life without the label
Simon J. Gibbs & Julian G. Elliott
Defining and understanding dyslexia: past, present and future
Margaret J. Snowling, Charles Hulme & Kate Nation
Special Issue: Higher education and the labour market
Guest Editors: Hugh Lauder and Ken Mayhew
Editorial: Higher education and the labour market: an introduction
Hugh Lauder and Ken Mayhew
Educational expansion and overeducation of young graduates: A comparative analysis of 30 European countries
Judith Delaney, Seamus McGuinness, Konstantinos Pouliakas and Paul Redmond
The return on a college degree: the US experience
Peter Cappelli
Educational expansion in the Netherlands: better chances for all?
Jim Allen and Barbara Belfi
Higher education massification and the changing graduate labour market in the Spanish retail banking industry: a case study
Ghia Osseiran
Dual study programmes in Germany: blurring the boundaries between higher education and vocational training?
Hubert Ertl
Corporate recruitment practices and the hierarchy of graduate employability in India
Sahara Sadik and Phillip Brown
Mixed signals: cognitive skills, qualifications and earnings in an international comparative perspective
Robin Shields and Andres Sandoval Hernandez
The gender gap in graduate job quality in Europe – a comparative analysis across economic sectors and countries
Predrag Lažeti?
This is an anniversary issue to mark 45 years of the journal.
Editorial
Ingrid Lunt and Alis Oancea
Obituary: Harry Judge, 1928-2019
David Phillips
How language teachers address the crisis of praxis in educational research
Sardar M. Anwaruddin
The role of schools and education in countering violent extremism (CVE): applying lessons from Western countries to Australian CVE policy
Shandon Harris-Hogan, Kate Barrelle & Debra Smith
Beginning teacher agency in the enactment of fundamental British values: a multi-method case study
Philip Bamber, Andrea Bullivant, Alison Clark & David Lundie
Family income effects on mathematics achievement: their relative magnitude and causal pathways
Gary N. Marks & Artur Pokropek
A Deweyan positive education: psychology with philosophy
Kylie Trask-Kerr, John Quay & Gavin R. Slemp
Do government schools improve learning for poor students? Evidence from rural Pakistan
Monazza Aslam, Rabea Malik, Shenila Rawal, Pauline Rose & Anna Vignoles
Special Issue: The educational progress and outcomes of children in care
Guest Editors: Judy Sebba and Nikki Luke
The educational progress and outcomes of children in care: editorial
Judy Sebba and Nikki Luke
Children in care or in need: educational progress at home and in care
Ian Sinclair, Nikki Luke and David Berridge
Longitudinal analyses of educational outcomes for youth transitioning out of care in the U.S: trends and influential factors
Nathanael Okpych and Mark Courtney
Working towards better education for children in care: longitudinal analysis of the educational outcomes of a cohort of children in care in Australia
Elizabeth Fernandez
Exploring the Letterbox Club programme’s impact on foster children’s literacy: potent intervention or general support?
Hilma Forsman
Effects of the TutorBright tutoring programme on the reading and mathematics skills of children in foster care: a randomised controlled trial
Andrea J. Hickey and Robert J. Flynn
The role of the Virtual School in supporting improved educational outcomes for children in care
Judy Sebba and David Berridge
Conceptualising educational provision for unaccompanied asylum-seeking children in England
Eleanor Ott and Aoife O’Higgins
Changing lives: improving care leaver access to higher education
Jacqueline Z. Wilson, Andrew Harvey and Philip Mendes
Special Issue: Learning Cities: Towards a new research agenda
Guest Editor: Keri Facer
Editorial: Towards a research agenda for the ‘actually existing’ Learning City
Keri Facer and Magdalena Buchczyk
Understanding Learning Cities as discursive, material and affective infrastructures
Keri Facer and Magdalena Buchczyk
Universities: in, of and beyond their cities
John Brennan and Allan Cochrane
Investigating agentive urban learning: an assembly of situated experiences for sustainable futures
Andrew Morrison, Ola Erstad, Gunnar Liestøl, Nicholas Pinfold, Bruce Snaddon, Peter Hemmersam and Andrea Grant-Broom
Learning to be a smart citizen
Helen Manchester and Gillian Cope
(Un)learning the city through crisis: lessons from Cape Town
Enora Robin, Clémentine Chazal, Michele Acuto and Rocio Carrero
The non-formal arts learning sector, youth provision and paradox in the learning city
Stuart Poyntz, Rebecca Coles, Heather Fitzsimmons-Frey, Alysha Bains, Julian Sefton-Green and Michael Hoechsmann
Lifewide Learning in the City: Novel big data approaches to exploring learning with large-scale surveys, GPS & social media
Catherine Lido, Kate Reid and Mike Osborne
Special Issue: The consequences of metrics in education: gaming, malpractice and cheating
Guest Editors: Victoria Elliott and Jo-Anne Baird
Editorial: Metrics in education – control and corruption
Jo-Anne Baird and Victoria Elliott
Playing the system: incentives to ‘game’ and educational ethics in school examination entry policies in England
Jenni Ingram, Victoria Elliott, Caroline Morin, Ashmita Randhawa and Carol Brown
Teachers’ experience of and attitudes toward activities to maximise qualification results in England
Michelle Meadows and Beth Black
The invention, gaming, and persistence of the hensachi (‘standardised rank score’) in Japanese education
Roger Goodman and Chinami Oka
Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective
Frederik Forrai Ørskov and Christian Ydesen
Trends in exclusion rates for students with special educational needs within PISA
Bernadetta Brzyska
The consequences of metrics for social justice: tensions, pending issues, and questions
María Teresa Flórez Petour, Tamara Rozas Assael, Jacqueline Gysling Caselli and José Miguel Olave Astorga
Special Issue: Inequalities and the curriculum
Guest Editors: Alice Sullivan, Morag Henderson, Jake Anders, Vanessa Moulton
Editorial: Inequalities and the curriculum
Alice Sullivan, Morag Henderson, Jake Anders & Vanessa Moulton
Philosophical debates on curriculum, inequalities and social justice
Richard Pring
Young people’s views on choice and fairness through their experiences of curriculum as examination specifications at GCSE
Rhian Barrance & Jannette Elwood
Working at a different level? Curriculum differentiation in Irish lower secondary education
Emer Smyth
Inequalities in school leavers’ labour market outcomes: do school subject choices matter?
Cristina Iannelli & Adriana Duta
The role of schools in explaining individuals’ subject choices at age 14
Jake Anders, Morag Henderson, Vanessa Moulton & Alice Sullivan
Does what you study at age 14–16 matter for educational transitions post-16?
Vanessa Moulton, Alice Sullivan, Morag Henderson & Jake Anders
