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London Review of Education

Volume 21, Issue 1

Issue date: 04 January 2023

Journal: London Review of Education

Publisher: UCL Press

Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter? Clare Brooks, Joanna McIntyre, Trevor Mutton
Decolonising the school curriculum: a special feature Denise Miller, Shone Surendran, Emma Towers
The 120th anniversary of IOE: critical engagement with educational and social thought, practice and development Hugh Starkey, Li Wei
Ann Oakley: new learning and global influence from working across conventional boundaries Sandy Oliver
The role of mathematics teacher educators in preparing teachers of mathematics to respond to global challenges within their classrooms Alf Coles, Tracy Helliwell
The Worlds of UCL: teaching, learning and institutional histories Georgina Brewis, Kathryn Hannan
The master’s element in initial teacher training: what is its value? Georgina Merchant, Sara Bubb
The university role in new teacher learning – why it matters: Teach First trainee perspectives Jane Tillin
Supporting teachers in safeguarding against harmful sexual behaviour: service providers’ perspectives on transformative practices Kjersti Draugedalen
Are our further education colleges still an anchor in our society? Lynn Senior, Neil Barnes
Leading undergraduate provision in further education colleges: the experiences of BA Education programme leaders Ross M. Purves, Mark Pulsford, Rebecca Morris
The prestige economy of elite education: a Baudrillardian analysis of an aspirational English school Chris Holligan, Qasir Shah
Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland Jennifer Chung
The internationalisation process: an opportunity for meaningful intercultural interaction or segregation in one UK university? Suzanne Corazzi
Libyan teachers as transitionalist pragmatists: conceptualising a path out of the peacebuilding narrative in conflict-affected contexts Reem Ben Giaber
Choice of international branch campus: a case study Hongqing Yang
Making community-based learning and teaching happen: findings from an institutional study Rehan Shah, Anne Preston, Elena Dimova
Defying grand narratives of ‘being an international student’: finding ‘home’ in the Other Yasmine Sadoudi, Adrian Holliday
Continuity and churn: understanding and responding to the impact of teacher turnover Loic Menzies
A critical review of international research into pre-service teachers’ beliefs and practices when teaching migrant learners Helen Hanna
Book review: Digital Agency in Higher Education: Transforming teaching and learning, by Toril Aagaard and Andreas Lund Victoria I. Marín
Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework Andrew Clapham, Ruth Richards, Katie Lonsdale …
Policy in the pandemic: lost opportunities, returning to ‘normal’ and ratcheting up control Clare Brooks, Jane Perryman
A reply to ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal Palesa Molebatsi
All carrot – no stick: an alternative award framework to enhance ‘international’ students’ sense of belonging and engagement in the extracurricular Harry Harrop, Stephanie Hoppitt
Searching for belonging: learning from students’ photographs about their higher education experiences Zhuo Min Huang, Heather Cockayne
‘Dear Epsom’: a poetic autoethnography on campus as home of an international doctoral student in Aotearoa New Zealand Anh Ngoc Quynh Phan
Socioscientific modelling as an approach towards justice-centred science pedagogy Rebecca R. Lesnefsky, Eric A. Kirk, Jasmyne Yeldell …
The educational process of Ukrainian university students following the full-scale Russian invasion Olena Polovko, Sergei Glotov
‘STEAM success stories’: refocusing the framework of intersectionality Saima Salehjee, Mike Watts
Navigating old and new terrains of academic practice in higher education: indelible and invisible marks left from the Covid-19 lockdown Margaret Wood, Dina Zoe Belluigi, Feng Su …	19
Developing trauma-informed teacher education in England Mark Boylan, Lynne Truelove, Sally Pearse …	29
(Un)doing home: exploring home-making and identity – an example of a project in a London higher education classroom Judith Rifeser, Donata Puntil, Elena Borelli	33
Narratives of home-making on a Colombian intercultural campus Alexánder Ramírez Espinosa	34
Challenging times: a contribution to the history of ‘Education, decolonisation and international development at the Institute of Education (London)’ Angela W Little, Michael Crossley, Peter Williams …	35
Home-making in the internationalised university: a theoretical and personal encounter through SWANA Forum for Social Justice Reem Ben Giaber, Nidal Al Haj Sleiman, Jumana Al-Waeli	36
Towards justice-oriented science teaching: examining the impact of the science capital teaching approach on teachers Meghna Nag Chowdhuri, Heather King, Spela Godec …	37
Interdisciplinary teaching practices in STEAM education in Brazil Juliana Abra Olivato, José Castro Silva	38
The psychosocial costs of racism to White staff members of an ethnically diverse, post-92 university Denise Miller, Charmaine Brown, Ryan Essex	39
A literature review of content elements in supervision training courses Eva Davidsson, Martin Stigmar	40
Beliefs and understandings of assessment theories and terminologies by university lecturers Maddalena Taras, Irma Molina, Katherina Gallardo …	41