London Review of Education (LRE) is an open-access peer-reviewed journal featuring rigorous, theoretically based research into contemporary education.

It contains analysis of key themes in education and in any educational context, whether local, national or global. It is available for free on the ingentaconnect journals website.

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Volume 14, Students on staircaseNumber 1, April 2016

Special issue: Higher education policymaking in an era of increasing marketization

This issue, edited by Ourania Filippakou (University of Hull), presents 10 articles of critical analysis about policymaking in an increasingly marketized higher education sector. It features research and commentary identifying a split in the UK between research-led universities and institutions that rely on student funding for survival, and contains analysis of ethical and policy issues related to a market-oriented HE sector. Articles also investigate globalized higher education and the impact of historical policy change. There is an appreciation of the life and work of David Watson, and the issue is introduced in a foreword by Simon Marginson, director of the new Centre for Global Higher Education at the UCL Institute of Education.


Higher education policymaking in an era of increasing marketization
Ourania Filippakou


The partial shift from public to private goods in UK higher education
Simon Marginson


Policymaking and the politics of change in higher education: The new 1960s universities in the UK, then and now
Ourania Filippakou and Ted Tapper

Expanding the English medical schools: The politics of knowledge control
Brian Salter, Ourania Filippakou and Ted Tapper

Managing the student experience in English higher education: Differing responses to market pressures
Paul Temple, Claire Callender, Lyn Grove and Natasha Kersh

The marketization of English higher education and the financing of tuition fees
David Palfreyman and Ted Tapper

Researching the transnational higher education policy landscape: Exploring network power and dissensus in a globalizing system
Vivienne Caruana

Transnational partnerships in higher education in China: The diversity and complexity of elite strategic alliances
Catherine Montgomery

College higher education in England 1944–1966 and 1997–2010
Gareth Parry

The Business Studies University: Turning higher education into further education
Patrick Ainley

Further education colleges and leadership: Checking the ethical pulse
Carol Azumah Dennis

Higher education: Public good or private commodity?
Gareth Williams

David Watson 1949–2015: A life in higher education
Paul Temple and colleagues

Book reviews

Writing for Scholars: A practical guide to making sense and being heard, 2nd edition, by Lynn P. Nygaard
Maria Savva

The Critical Global Educator: Global citizenship education as sustainable development, by Maureen Ellis
Sam Meijas

For all previous issues, visit LRE’s page on ingentaconnect to view the contents of all issues and download material. The journal is open access and no subscription is required.

Volume 13

Volume 13, Number 3, December 2015
Volume 13, Number 2, September 2015
Volume 13, Number 1, March 2015

Volume 13, Number 3, December 2015

Special feature – Assessment literacy: feedback and learning

Dr Gwyneth Hughes and Dr Eleanore Hargreaves (UCL Institute of Education) discuss the topic of their special feature, ‘Assessment literacy: Understanding relationships between feedback and learning’ in this issue of the London Review of Education.

Gwyneth Hughes and Eleanore Hargreaves

Foreword: Assessment Literacy
Dylan Wiliam

Assessment articles

Developing the foundations for dialogic feedback in order to better understand the ‘learning gap’ from a pupil’s perspective
Ruth Dann

Examining the assessment literacy of external examiners
Emma Medland

Assessment research commentaries

Supporting the development of assessment literacy of staff through institutional process change
Rachel Forsyth, Rod Cullen, Neil Ringan and Mark Stubbs

Reflections on academics’ assessment literacy
Rebecca Lees and Deborah Anderson

Streamlining verbal feedback: Reflection on a feedback research project in secondary schools
Rizwana Nadeem

Assessment book reviews

Ipsative Assessment: Motivation through marking progress, by Gwyneth Hughes
Paraskevi Mylona

Excellence in University Assessment: Learning from award-winning practice, by David Carless
Maddalena Taras

General articles

Portal Pedagogy: From interdisciplinarity and internationalization to transdisciplinarity and transnationalization
Nicholas Monk, Sarah McDonald, Sarah Pasfield-Neofitou and Mia Lindgren

Education in Thailand: When economic growth is no longer enough
Sandrine Michel

Examining the doctoral viva: Perspectives from a sample of UK academics
Brian Poole

Book review

The Colour of Class: The educational strategies of the Black middle classes, by Nicola Rollock, David Gillborn, Carol Vincent and Stephen J. Ball
Max Antony-Newman
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Volume 13, Number 2, September 2015

A special issue containing 14 articles of critical analysis and reflection by key academics and professionals on the impact of the 2010–15 Coalition Government’s radical, reforming approach to education policy. Introduced by Professor Chris Husbands, previous Director of the UCL Institute of Education, common threads running through the issue reveal conflicting policy strategies, greater control from central government and strained relations with educationalists. Several articles look ahead to implications for the future.


Introduction: Making Sense of the Coalition
Chris Husbands


Socioeconomic inequalities in English schooling under the Coalition Government 2010–2015 (see video presentation, below)
Ruth Lupton and Stephanie Thomson

Education policy and governance in England under the Coalition Government (2010–15): Academies, the pupil premium and free early education
Anne West

British values and British identity: Muddles, mixtures and ways ahead
Robin Richardson

Policy on the primary curriculum since 2010: The demise of the expert view
Mark Brundrett

Mind the gap between the policy announcements and implementation: The Youth Contract and Jobcentre advisors role as careers educators for 18–24 year olds
Gabriella Cagliesi and Denise Hawkes

Fees, fairness and the National Scholarship Programme: Higher education policy in England and the Coalition Government
Helen Carasso and Andrew Gunn

The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition Government
Charlotte Chadderton

The politics of education revisited: Anthony Crosland and Michael Gove in historical perspective
Mike Finn

What has the Coalition Government done for the development of initial teacher education?
Jennie Golding

More fragmented, and yet more networked: Analysing the responses of two local authorities in England to the Coalition’s ‘self-improving school-led system’ reforms
Toby Greany

Early childhood education and care policy in England under the Coalition Government
Eva Lloyd

The impact of accountability reforms on the Key Stage 4 curriculum: How have changes to school and college performance tables affected pupil access to qualifications and subjects in secondary schools in England?
Meenakshi Parameshwaran and Dave Thomson

What has the Coalition Government done for higher education?
Paul Temple

Reversal Reversed? The new consensus on education and training
Patrick Ainley

Book Reviews

Authority and The Teacher, by William H. Kitchen
Ekta Singla

Education and the State: International perspectives on a changing relationship, edited by Carla Aubry, Michael Geiss, Veronika Magyar-Haas, and Jürgen Oelkers
Tom Woodin

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Volume 13, Number 1, March 2015


Vocational education and training: Educators’ perspectives on VET training
Ian Wilkie


Maximizing vocational teachers’ learning: The feedback discussion in the observation of teaching for initial teacher training in further education
Ann Lahiff

So many worlds, so much to do: Identifying barriers to engagement with continued professional development for teachers in the further education and training sector
Janet Hamilton Broad

“Too many actors and too few jobs”: A case for curriculum extension in UK vocational actor training
Ian Wilkie

Critical geragogy: A framework for facilitating older learners in community music
Andrea Creech and Susan Hallam

Book Reviews

Outstanding Teaching in Lifelong Learning, by Harriet Harper
Hilary McQueen, Estelle Vincent and John Doherty

International Trends in University Governance: Autonomy, self-government and the distribution of authority, edited by Michael Shattock
Paul Temple

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Aims and scope

Founded in 2003 by the UCL Institute of Education, the journal reflects the Institute’s broad interests in all types of education in all contexts − local, national, global − and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute’s aspiration to interrogate links between research, policy, and practice, and its principled concern for social justice.

Drawing on these strengths, LRE is an eclectic, engaging, often surprising journal that features analysis across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Its articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy, and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field.

LRE welcomes submission of relevant articles and book reviews. Articles should be sent to LRE’s editor, Professor Hugh Starkey and book reviews to Dr Pete Wright. For more details about what types of material to submit, and how to submit them, visit the ‘Call for papers’ and ‘Notes for authors’ tabs on this web page.

ISSN 1474-8479 (online)

Call for papers

LRE invites you to submit papers on research and analysis related to education in any context.

We especially welcome articles of around 6,000 words that reveal links between research, policy, and practice, and which analyse key themes in education, including public goals and policies, pedagogy, curriculum, organization, resources and technology, and institutional effectiveness. We also consider some other types of content. This might be a research ‘conversation’ between two or more academics, succinct analysis (2,000-3,000 words) of a current issue in education, or a report about ongoing research. Please submit articles to LRE’s editor, Professor Hugh Starkey.

Every issue of LRE features reviews of books on education. Please send your reviews to the book reviews editor, Dr Pete Wright.

Special calls for papers

Music education in context, guest edited by Hilary McQueen, Andrea Creech and Maria Varvarigou. Publishing summer 2017.

Notes for authors

The London Review of Education is an Open Access journal in which new contributions are made available under a Creative Commons Attribution (CC-BY) licence. This means that authors retain copyright in their own work, but make it available for others to share (copy or redistribute in any medium or format) or adapt for any purpose (even commercially), provided that the author/s of the original work is/are acknowledged. Authors also warrant that any work by third parties that they reproduce within their own work may be shared or adapted in the same way.

The London Review of Education considers all manuscripts on condition that they have not been published already and are not under consideration for publication or in press elsewhere.

Contributions to London Review of Education must report original research and will be subjected to review by referees at the discretion of the Editorial Office.

Manuscripts to be considered for publication should be sent to the journal’s editor, Professor Hugh Starkey.

Books for review should be sent to: Dr Pete Wright, UCL Institute of Education, 20 Bedford Way, London WC1H 0AL. For the correct format, please read our guidance for book review authors before submitting a review.

Authors are encouraged to submit manuscripts electronically. Electronic submissions should be sent as email attachments using a standard word processing program. If email submission is not possible, please send an electronic version on disk.

1. General guidelines

Manuscripts should not be more than 6,000 words in length and must be written in good, standard English, using British spelling (use the Oxford Concise Dictionary as an arbiter of preferred spellings). They should also be double-spaced throughout with ample margins, and bear the title of the contribution and name/s of the authors.

The full postal and email address of the author who will check proofs and receive correspondence should be included as well. All pages should be numbered.

An abstract of no more than 100 words in length, a list of up to six keywords and a very brief (c. 60 words) bio-note about the author/s should also be included. Footnotes to the text are strongly discouraged.

2. Style Guidelines

For general style points and for references, please follow the UCL IOE Press Editorial style sheet.

Write clearly and concisely, using arguments that are fully substantiated with well-reasoned analysis and, where appropriate, empirical evidence. All acronyms for national agencies, examinations, etc., should be spelled out the first time they are mentioned. Contributors are asked to take account of the international readership of the London Review of Education by explaining in full the use of terms that might be meaningful only to a particular local or national audience. Authors are also urged to bear in mind that education policy makers and non-education academics will also read the London Review of Education, which means that contributions should be accessible and comprehensible to a wide range of professionals. For all manuscripts, non-discriminatory language is mandatory.

Citations of other work should be limited to those strictly necessary for the argument. Any quotations should be brief, and always accompanied by precise references.

If you have any questions about references or formatting your article, please contact the journal administrator, Pat Gordon-Smith.

3. Tables, illustrations, and figures; copyright

LRE welcomes the inclusion of graphs, artwork, photographs, videos and sound files in support of submitted articles. They must be good quality and with full permission to publish in an open access publication.

Authors are responsible for determining the copyright status of illustrations or other material they wish to reproduce in their article and, if necessary, obtaining permission to reproduce it. This applies both to direct reproduction and to ‘derivative reproduction’ (where authors create a new figure or table which derives substantially from a copyrighted source). As noted above, by including such material in their submission, authors warrant that it may be reproduced or adapted under the terms of the CC-BY licence in the same way as their own work, so they must make this requirement clear to those whose permission they are seeking. Please note that short extracts of copyright text (excluding poetry and song lyrics) for the purposes of criticism, discussion, or review may be reproduced without formal permission assuming that the quotation is reproduced accurately and full attribution is given.

Illustrations and figures should be submitted in separate documents and not included in the text of the article, though tables should be included in the text. Figures will not usually be redrawn by the publisher, so they should be submitted in a form that is suitable for publication (not less than 300 dpi resolution). The place at which a table, figure, or illustration is to be inserted in the text should be indicated clearly on the manuscript. Captions should include keys to symbols.

4. Publication charges and access

UCL IOE Press makes no charges of any kind for submission to, publication in, or access to the London Review of Education.

Once published, your article will be online at IngentaConnect, where it will be available for anyone to read or download without charge. Please note that the London Review of Education is no longer published in a printed edition.


Hugh Starkey, UCL Institute of Education

Editorial team

Pete Wright (book reviews editor); Pat Gordon-Smith (managing editor); Vincent Carpentier (associate editor); Arthur Chapman (associate editor); Gwyneth Hughes (associate editor); William Locke (associate editor); Tamjid Mujtaba (associate editor); Lynne Rogers (associate editor); Paul Temple (associate editor); Jan Tripney (associate editor)

External advisory board

James Banks, University of Washington, USA; Margaret Carr, University of Waikato, New Zealand; Allan Luke, Queensland University of Technology, Australia; Geetha Nambissan, Jawaharlal University, New Delhi, India; Miguel Pereyra, University of Granada, Spain; Eileen Scanlon, Open University, UK; Juergen Schriewer, Humboldt University, Germany; Harvey Siegel, University of Miami, USA; Jasmine Boon Yee Sim, National Institute of Education, Singapore; John Smyth, University of Ballarat, Victoria, Australia; Ken Zeichner, University of Washington, Seattle, USA; Zhou Zuoyu, Beijing Normal University, China

UCL Institute of Education Executive Board

Chris Husbands (Chair), Hugh Starkey (Editor), Gary McCullochStephen BallJulie Dockrell, Alison Fuller

Book reviews and books for review should be addressed to Professor Hugh Starkey, UCL Institute of Education, 20 Bedford Way, London WC1H 0AL, UK. Email: