Oxford Review of Education
Vol. 50, n°3,5/2024
- Effects of a positive education programme on secondary school students’ mental health and wellbeing; challenges of the school context, Nikki S. Rickard, Tan-Chyuan Chin, Donna Cross, John Hattie & Dianne A. Vella-Brodrick
- Financial sustainability in a marketised and partially autonomous environment: the case of small new public universities in England, Rob Hickey
- Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’, Prince Agwu, Charles T. Orjiakor, Aloysius Odii, Chinyere Onalu, Chidi Nzeadibe, Pallavi Roy, Obinna Onwujekwe & Uzoma Okoye
- Examining Teaching for Mastery as an instance of ‘hyperreal’ cross national policy borrowing, Andrew Clapham
- ‘Go to Oxbridge, get an education, start a career. Do all the right things’: the ‘low value’ arts degree and the neoliberal university, Orlaith Darling & Áine Mahon
- Young people’s literacy, numeracy achievements, and the school-to-work transition: a longitudinal study of regional variation, Enrico Ripamonti
- ‘Teachers are just the ones who learned Dao before students’: exploring influences of culture on pedagogical partnership in Chinese universities, Yifei Liang & Kelly E. Matthews
- Teacher professional autonomy in an atypical government school: matters of relationality and context, Amanda Keddie, Katrina MacDonald, Jill Blackmore & Brad Gobby
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