Oxford Review of Education

  Vol. 48, n°22, 03/2022

 

• The educational competence of the European Court of Human Rights: judicial pedagogies of religious symbols in classrooms, Nigel Fancourt
• A validation study for a short-version scale to assess 21st century skills in flipped EFL classrooms, Hanwei Tang, Liqun Mao, Fuyan Wang & Hong Zhang
• Mathematics curriculum waves within vocational education, Diane Dalby & Andrew Noyes
• Gender differences in students’ perceptions of teacher and peer feedback in mathematics: lessons from Denmark, Bent Sortkær & David Reimer
• Rethinking the purposes of teacher education: an exploratory study of Aotearoa New Zealand and Taiwan, Hui-Chin Yeh & Leechin Heng
• What to learn? Curricular interest among socially vulnerable students, Daniel Araneda, Zvi Bekerman, María Rojas & Miguel Nussbaum
• The association between social goals and academic variables in school: a systematic review, Naska Goagoses & Ute Koglin
• ‘Closing the gap’: the conditions under which children in care are most likely to catch up in mainstream schools, Ian Sinclair, John Fletcher, Aoife O’Higgins, Nikki Luke & Sally Thomas

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