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Oxford Review of Education Volume 50, 2024 - Issue 1
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Foreword

Foreword to the fiftieth volume

Jo-Anne BairdDepartment of Education, University of Oxford, Oxford, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-5974-3237
ORCID Icon,
Victoria ElliottDepartment of Education, University of Oxford, Oxford, UK
&
Steve StrandDepartment of Education, University of Oxford, Oxford, UK
Pages 1-5 | Published online: 17 Jan 2024

References

50th Anniversary Collection

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  • Davies, P. (2000). The relevance of systematic reviews to educational policy and practice. Oxford Review of Education, 26(3–4), 365–378. https://doi.org/10.1080/713688543
  • Vickers, E., Kan, F., & Morris, P. (2003). Colonialism and the Politics of ‘Chinese history’ in Hong Kong’s schools. Oxford Review of Education, 29(1), 95–111. https://doi.org/10.1080/03054980307432
  • Macaro, E., & Wingate, U. (2004). From sixth form to university: Motivation and transition among high achieving state‐school language students. Oxford Review of Education, 30(4), 467–488. https://doi.org/10.1080/0305498042000303964
  • Furlong, J. (2005). New labour and teacher education: The end of an era. Oxford Review of Education, 31(1), 119–134. https://doi.org/10.1080/0305498042000337228
  • Deem, R., & Brehony, K. J. (2005). Management as ideology: The case of ‘new managerialism’ in higher education. Oxford Review of Education, 31(2), 217–235. https://doi.org/10.1080/03054980500117827
  • Steiner‐Khamsi, G. (2006). The economics of policy borrowing and lending: A study of late adopters. Oxford Review of Education, 32(5), 665–678. https://doi.org/10.1080/03054980600976353
  • Mercer, J. (2007). The challenges of insider research in educational institutions: Wielding a double‐edged sword and resolving delicate dilemmas. Oxford Review of Education, 33(1), 1–17. https://doi.org/10.1080/03054980601094651
  • Edwards, A., Mutton, T. (2007). Looking forward: Rethinking professional learning through partnership arrangements in initial teacher education. Oxford Review of Education, 33(4), 503–519. https://doi.org/10.1080/03054980701450928
  • Daniels, H., Leadbetter, J., Warmington, P., Edwards, A., Martin, D., Popova, A., Apostolov, A., Middleton, D., & Brown, S. (2007). Learning in and for multi‐agency working. Oxford Review of Education, 33(4), 521–538. https://doi.org/10.1080/03054980701450811
  • Lunt, I. (2008). Beyond tuition fees? The legacy of Blair’s government to higher education. Oxford Review of Education, 34(6), 741–752. https://doi.org/10.1080/03054980802519001
  • Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. https://doi.org/10.1080/03054980902934563
  • Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353–370. https://doi.org/10.1080/03054980902934639
  • Dearden, L., Machin, S., & Vignoles, A. (2009). Economics of education research: A review and future prospects. Oxford Review of Education, 35(5), 617–632. https://doi.org/10.1080/03054980903216333
  • Francis, B. (2010). Gender, toys and learning. Oxford Review of Education, 36(3), 325–344. https://doi.org/10.1080/03054981003732278
  • Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938
  • Selwyn, N. (2012). Making sense of young people, education and digital technology: The role of sociological theory. Oxford Review of Education, 38(1), 81–96. https://doi.org/10.1080/03054985.2011.577949
  • Torrance, H. (2012). Formative assessment at the crossroads: Conformative, deformative and transformative assessment. Oxford Review of Education, 38(3), 323–342. https://doi.org/10.1080/03054985.2012.689693
  • Marsden, E., & Torgerson, C. J. (2012). Single group, pre- and post-test research designs: Some methodological concerns. Oxford Review of Education, 38(5), 583–616. https://doi.org/10.1080/03054985.2012.731208
  • Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771–781. https://doi.org/10.1080/03054985.2012.745047
  • O’Neill, O. (2013). Intelligent accountability in education. Oxford Review of Education, 39(1), 4–16. https://doi.org/10.1080/03054985.2013.764761
  • Mansell, W. (2013). Misleading the public understanding of assessment: Wilful or wrongful interpretation by government and media. Oxford Review of Education, 39(1), 128–138. https://doi.org/10.1080/03054985.2013.764758
  • Thorburn, M. (2014). Educating for well-being in Scotland: Policy and philosophy, pitfalls and possibilities. Oxford Review of Education, 40(2), 206–222. https://doi.org/10.1080/03054985.2014.891981
  • Strand, S. (2014). School effects and ethnic, gender and socio-economic gaps in educational achievement at age 11. Oxford Review of Education, 40(2), 223–245. https://doi.org/10.1080/03054985.2014.891980
  • Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014). Differentiated learning: From policy to classroom. Oxford Review of Education, 40(3), 331–348. https://doi.org/10.1080/03054985.2014.911725
  • Sylva, K. (2014). The role of families and pre-school in educational disadvantage. Oxford Review of Education, 40(6), 680–695. https://doi.org/10.1080/03054985.2014.979581
  • Winch, C., Oancea, A., & Orchard, J. (2015). The contribution of educational research to teachers’ professional learning: Philosophical understandings. Oxford Review of Education, 41(2), 202–216. https://doi.org/10.1080/03054985.2015.1017406
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  • Bleazby, J. (2015). Why some school subjects have a higher status than others: The epistemology of the traditional curriculum hierarchy. Oxford Review of Education, 41(5), 671–689. https://doi.org/10.1080/03054985.2015.1090966
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  • Tan, A. G. P., Ware, J., & Norwich, B. (2017). Pedagogy for ethnic minority pupils with special educational needs in England: Common yet different? Oxford Review of Education, 43(4), 447–461. https://doi.org/10.1080/03054985.2017.1331845
  • Pring, R. (2018). Philosophical debates on curriculum, inequalities and social justice. Oxford Review of Education, 44(1), 6–18. https://doi.org/10.1080/03054985.2018.1409963
  • He, Q., Stockford, I., & Meadows, M. (2018). Inter-subject comparability of examination standards in GCSE and GCE in England. Oxford Review of Education, 44(4), 494–513. https://doi.org/10.1080/03054985.2018.1430562
  • Baird, J.-A., & Elliott, V. (2018). Metrics in education—control and corruption. Oxford Review of Education, 44(5), 533–544. https://doi.org/10.1080/03054985.2018.1504858
  • Brzyska, B. (2018). Trends in exclusion rates for students with special educational needs within PISA. Oxford Review of Education, 44(5), 633–650. https://doi.org/10.1080/03054985.2018.1496907
  • Bolden, D., & Tymms, P. (2020). Standards in education: Reforms, stagnation and the need to rethink. Oxford Review of Education, 46(6), 717–733. https://doi.org/10.1080/03054985.2020.1781608
  • Green, F. (2021). British teachers’ declining job quality: Evidence from the skills and employment survey. Oxford Review of Education, 47(3), 386–403. https://doi.org/10.1080/03054985.2020.1847719
  • Arslan, K., & Kılınç, A. Ç. (2022). The marginalised few: Reflections from the lived experiences of forced displaced academics in Turkish academia. Oxford Review of Education, 48(3), 380–399. https://doi.org/10.1080/03054985.2021.1994381
  • Rojas-Torres, L., Furlan, L. A., Smith-Castro, V., & Rojas-Rojas, G. (2023). Anxiety and performance during tests: The roles of coping and updating. Oxford Review of Education, 1–13. https://doi.org/10.1080/03054985.2023.2233901

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