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Number of items: 14.


Kucirkova, Natalia and Littleton, Karen (2017). Developing personalised education for personal mobile technologies with the pluralisation agenda. Oxford Review of Education (In Press). restricted access item, not available for direct download


Crone, Rosalind (2015). Education in the working-class home: modes of learning as revealed by nineteenth-century criminal records. Oxford Review of Education, 41(4) pp. 482–500. file


James, Zoe and Woodhead, Martin (2014). Choosing and changing schools in India’s private and government sectors: Young Lives evidence from Andhra Pradesh. Oxford Review of Education, 40(1) pp. 73–90. file


Baxter, Jacqueline and Clarke, John (2013). Farewell to the tick box inspector? Ofsted and the changing regime of school inspection in England. Oxford Review of Education, 39(5) pp. 702–718.


Bragg, Sara; Allington, Daniel; Simmons, Katy and Jones, Ken (2011). Core values, education and research: a response to Mark Pike. Oxford Review of Education, 37(4) pp. 561–565. restricted access item, not available for direct download


Traianou, Anna and Hammersley, Martyn (2008). Making science education evidence based? reflections on a Teaching and Learning Research Programme (TLRP) study. Oxford Review of Education, 34(4) pp. 461–481.

Traianou, Anna and Hammersley, Martyn (2008). Making science education evidence based? A brief reply to Millar, Leach, Osborne and Ratcliffe. Oxford Review of Education, 34(4) pp. 489–492.


Williams, Ruth; King, Roger and Griffiths, Paul (2007). Regulatory intermediation and quality assurance in higher education: the case of the auditors. Oxford Review of Education, 33(2) pp. 161–174. file


Hammersley, Martyn (2004). Action Research: a contradiction in terms? Oxford Review of Education, 30(2) pp. 165–181.


Haggarty, Linda and Postlethwaite, Keith (2003). Action Research: a strategy for teacher change and school development? Oxford Review of Education, 29(4) pp. 423–448.

Hammersley, M. (2003). Can and should educational research be educative? Oxford Review of Education, 29(1) pp. 3–25.


Hammersley, Martyn (2001). On Michael Bassey's concept of the fuzzy generalisation. Oxford Review of Education, 27(2) pp. 219–225.


Hammersley, Martyn (2000). The relevance of qualitative research. Oxford Review of Education, 26(3-4) pp. 393–405.


Hammersley, Martyn and Hargreaves, Andy (1982). CCCS Gas! Politics and science in the work of the Centre for Contemporary Cultural Studies. Oxford Review of Education, 8(2) pp. 139–144.

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