London Review of Education announces publication of first articles in new special series on systemic reviews in education
Posted on 21st October, 2024
London Review of Education, a wide-ranging journal that covers topics in education, is excited to share the launch and publication of a new special feature: ‘Systematic Reviews in Education: Producing and acquiring knowledge in times of crisis and social change’.
Edited by Dr Janice Tripney from UCL IOE’s Social Research Institute and Prof Sabine Wollscheid from The Nordic Institute for Studies in Innovation, Research and Education, Norway ), this new open access special feature brings together a collection of articles on systematic review methodology and their application in education and related fields. The intent is to provide an overview of the current state of research on these topics and to characterise the major findings or implications of this research, covering two categories:
- Systematic reviews that stand to make important contributions to the most pressing challenges facing decision-makers in education, including but not limited to reviews responding to the social crisis created by the Covid-19 pandemic.
- Articles highlighting technological or data-related innovations in methodology that are relevant to future systematic reviews in education and related subject areas.
The first two articles to publish in this series are:
- The UK Prevent Strategy’s ‘fundamental British values’: a qualitative systematic review of perspectives from the education sector by Mark Reed (Analyst, National Audit Office, London, UK) and Rebecca Rees (Director, Social Science Research Unit, UCL, London, UK)
- Methodological issues in technology-mediated qualitative data collection: a mapping of research undertaken in schools during the Covid-19 pandemic by Leanete Thomas (Lusofona University, Lisbon, Portugal), André Freitas (Lusofona University, Lisbon, Portugal) and Rita Tavares de Sousa (University of Porto, Porto, Portugal).
Additional articles are due to publish in this special feature in the coming months. More information about London Review of Education and the special series can be found at https://journals.uclpress.co.uk/lre/collections/601