Digitalise and capitalise? Teachers’ self-understanding in 21st-century teaching contexts
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1500357
Competence in educational theory and practice: a critical discussion
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1493987
(Un)learning the city through crisis: lessons from Cape Town
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1551197
The role of the Virtual School in supporting improved educational outcomes for children in care
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1600489
School choice in England: evidence from national administrative data
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1604332
Understanding Learning Cities as discursive, material and affective infrastructures
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1552581
Changing lives: improving care leaver access to higher education
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1596074
Anxiety of performativity and anxiety of performance: self-evaluation as bad faith
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1556626
Lifewide learning in the city: novel big data approaches to exploring learning with large-scale surveys, GPS, and social media
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1554531
Do government schools improve learning for poor students? Evidence from rural Pakistan
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1637726
Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1551195
Towards a research agenda for the ‘actually existing’ Learning City
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1551990
Exploring practicum: student teachers’ social capital relations in schools with high numbers of pupils living in poverty
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1502079
The educational progress and outcomes of children in care: editorial
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1622281
Teachers’ work in complex times: the ‘fast policy’ of Swedish school reform
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1546684
Investigating agentive urban learning: an assembly of situated experiences for sustainable futures
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1556627
Learning to be a smart citizen
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1552582
Working towards better education for children in care: longitudinal analysis of the educational outcomes of a cohort of children in care in Australia
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1612345
Children in care or in need: educational progress at home and in care
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1600488
Longitudinal analyses of educational outcomes for youth transitioning out of care in the US: trends and influential factors
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1592747
Effects of the TutorBright tutoring programme on the reading and mathematics skills of children in foster care: a randomised controlled trial
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1607724
The role of schools and education in countering violent extremism (CVE): applying lessons from Western countries to Australian CVE policy
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1612343
Universities: in, of, and beyond their cities
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1551198
A Deweyan positive education: psychology with philosophy
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1625761
Exploring the Letterbox Club programme’s impact on foster children’s literacy: potent intervention or general support?
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1595559
Learning and expertise in support for parents of children at risk: a cultural-historical analysis of partnership practices
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1553776
Family income effects on mathematics achievement: their relative magnitude and causal pathways
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1620717
A measure of human rights competence in students enrolled on the International Baccalaureate Diploma Programme
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1551801
Home school relations in Singaporean primary schools: teachers’, parents’ and children’s views
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1481377
The non-formal arts learning sector, youth provision, and paradox in the learning city
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1551196
The policy implications of the global flow of tertiary students: a social network analysis
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1489788
The national curriculum vs. the ideal curriculum: acknowledging student learning interests
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1531749
Government, media, and citizens: understanding engagement with PISA in China (2009–2015)
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1518832
Linking rights, needs, and fairness in high-stakes assessments and examinations
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1494555
Development of moral education in the UAE: lessons to be learned
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1502169
‘It’s a match, but is it a good fit?’: admissions tutors’ evaluation of personal statements for PhD study
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1502168
Beginning teacher agency in the enactment of fundamental British values: a multi-method case study
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1612344
A new way of understanding teaching: a German perspective
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1594749
The three goods of higher education; as education, in its educative, and in its institutional practices
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1552127
Does academic self-concept drive academic achievement?
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1594748
Comparing school-leaving tests across nine subjects in China and England: task granularity and scoring objectivity
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1582412
How language teachers address the crisis of praxis in educational research
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1612342
Can we reliably compare student engagement between universities? Evidence from the United Kingdom Engagement Survey
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2018.1554530
Teaching the language of mathematics at three levels of an English-medium primary school
来源期刊：Oxford Review of EducationDOI：10.1080/03054985.2019.1591944
