London Review of Education

Volume 18, Issue 3
13 November 2020
London Review of Education
UCL Press

Table of contents

Table of Contents: London Review of Education 18(3)
Developing an empowering school curriculum: A renewed focus on action research323
Is there hope for action research in a ‘directed profession’?339
Maintaining an empowered school community: Introducing digital technologies by building digital literacies at Beehive Montessori School356
From peer review to collaborative peer enquiry: Action research for school improvement and leadership development373
Cross-school ‘close-to-practice’ action research, system leadership and local civic partnership re-engineering an inner-city learning community390
Exploring teachers’ experiences of action research408
Teachers as researchers: Reflecting on the challenges of research–practice partnerships between school and university in Chile423
Certainty abandoned and some implications for curriculum research439
Dialoguing with teacher-educators, valorizing teacher innovations451
Curriculum design through lesson study467
Close-to-practice research: The need for student voice and the strange case of Academy x480
Developing motivated adolescent readers and enhancing student voice, using action research in disadvantaged contexts495
Viewpoint: Thoughts on whole school inspection post-Covid511
Viewpoint: ‘When black lives matter all lives will matter’ − A teacher and three students discuss the BLM movement519
Facing Challenges and Complexities in Retention of Novice Teachers524
Being Modern in China: A Western cultural analysis of modernity, tradition and schooling in China today527
The Rise of Character Education in Britain: Heroes, dragons and the myths of character530
Understanding Power and Leadership in Higher Education: Tools for institutional change533