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Founded in 2003 by the UCL Institute of Education, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.

Drawing on these strengths, LRE is a wide-ranging and engaging journal that features rigorous analysis and significant research across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field. The highest quality of reporting and presentation are ensured through an independent, anonymised peer-review process. As an entirely web-based open access journal, LRE has been able to offer innovative features and formats including: epistolary conversation; colour photos and illustrations; illustrative video clips.

LRE welcomes relevant articles and book reviews. Please email them to [email protected]

Calls for papers
Please see publication homepage for deadlines and how to submit articles on these and other subjects.

Publisher: UCL IOE Press

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Volume 1, Number 1, March 2003

Foreword

Open Access Foreword
pp. 3-3(1)
Author: Whitty, Geoff

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Editorial

Open Access Editorial
pp. 5-6(2)
Author: Halpin, David

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Articles

Open Access The Production of Knowledge in Different Sectors: a model and some hypotheses
pp. 7-19(13)
Authors: Foray, Dominique; Hargreaves, David

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Open Access Against Privatizing Schools in the United Kingdom
pp. 35-45(11)
Author: Brighouse, Harry

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Open Access How Education Makes Us Healthy[1]
pp. 61-78(18)
Author: Hammond, Cathie

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Notes on Contributors

Open Access Notes on Contributors
pp. 79-79(1)

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