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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

More about this publication?
Volume 15, Number 1, March 2017
Academic literacies + General articles

Editorial

Open Access Academic literacies: Guest editor's note
pp. 1-1(1)
Author: Scott, Mary

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Articles: Academic literacies

Open Access Mobility and academic literacies: An epistolary conversation
pp. 2-20(19)
Authors: Blommaert, Jan; Horner, Bruce

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Open Access When arts meets enterprise: Transdisciplinarity, student identities, and EAP
pp. 50-62(13)
Authors: Harvey, Stella; Stocks, Paul

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Articles: General

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Open Access Assessment beliefs of higher education staff developers
pp. 126-140(15)
Authors: Taras, Maddalena; Davies, Mark S.

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Book Reviews

Open Access Disengagement from Education, by Lynne Rogers
pp. 141-142(2)
Author: Arnold, Christopher

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