Oxford Review of Education

  Vol. 49, n°1, 1/2023

 

• 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

https://www.tandfonline.com/toc/core20/current