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.
Each year the Oxford Review of Education awards a prize to the PGCE student with the highest scoring Professional Development Programme assignment. We are delighted to announce that Kieran Lavis won the award this year with his assignment entitled Preparing Students for a Digital World: A Critical Exploration of Digital Inclusion in Secondary Schools in England. Dr Velda Elliott presented the award at the PGCE end-of-year celebration party at the Oxford University Museum of Natural History. Congratulations to Kieran and we wish him every success in his next steps. He will be continuing his research on issues of digital inclusion next year when he commences the MSc in Learning and Teaching at Oxford University.
(L-R) Velda Elliott and Kieran Lavis
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 (firstname.lastname@example.org) 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 include:
- Pedagogy and Indigenous knowing and learning (2023)
- Global challenges and new directions in early years intervention research (2023)
- Making worlds in research on higher education: Different pathways to the international and global (2022)
- The spaces and places of schooling: historical perspectives (2021)
- Teacher education research, policy and practice: future directions (2021)
- The problem of dyslexia: historical perspectives (2020)
- Higher education and the labour market (2020)
- The educational progress and outcomes of children in care (2019)
- Learning Cities: towards a new research agenda (2019)
- The consequences of metrics in education: gaming, malpractice and cheating (2018)
- Inequalities and the curriculum (2018)
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.
Editors: Jo-Anne Baird, Velda Elliott and Steve Strand
Editorial Administrator: Joanne Hazell
Editorial office: Email email@example.com
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 and links to articles are listed below.