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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 2, July 2003

Notes on Contributors

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Articles

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Open Access Durkheim, Vygotsky and the Curriculum of the Future
pp. 99-117(19)
Author: Young, Michael F. D.

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Open Access The Relationship between Teacher Turnover and School Performance
pp. 131-140(10)
Authors: Dolton, Peter; Newson, David

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Open Access Explaining Differences in Key Stage 2 Pupil Attainments: a multilevel analysis
pp. 141-151(11)
Authors: Marchant, Paul; Hall, Kathy

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