We use cookies to improve your website experience. To learn about our use of cookies and how you can manage your cookie settings, please see our Cookie Policy. By closing this message, you are consenting to our use of cookies.

Educational Review

Educational Review Article of the Year Award

About the prize

Educational Review’s publisher, Routledge, awards a prize of £500 to the author(s) of an article judged to be the most outstanding peer-reviewed paper published in the journal during the previous year. Judged by members of the Editorial Board, the Article of the Year award is given on the basis of the following criteria:

  • Ability to communicate original insights regarding the analysis of educational policy and/or, provision, processes, practice and experience - broadly defined to cover a wide range of educational and cultural institutions - with exceptional clarity;
  • Potential for challenging and/or changing a range of education fields and/or perspectives, that is, the way that education researchers conceive a problem and offer scholarly analyses;
  • Potential for making an original and lasting contribution to debate on social justice and critical enquiry in education and/or innovative new theoretical and methodological scholarship in the field of education and educational research. 

Intended to recognise outstanding achievements in scholarly work, this award brings with it additional promotional/engagement opportunities.

Browse the latest award-winning articles below and enjoy free access for a limited time.

Year Author(s) Article Volume Issue
2019-Winner Emily Winchip, Howard Stevenson & Alison Milner Measuring privatisation in education: methodological challenges and possibilities 71 1
2019-Runner Up David W. Thompson Widening participation research and practice in the United Kingdom on the twentieth anniversary of the Dearing report, reflections on a changing landscape 71 2
2018-Winner Michael W. Apple Rightist gains and critical scholarship 70 1
2018-Runner Up Audrey Osler & Hugh Starkey Extending the theory and practice of education for cosmopolitan citizenship 70 1
2017-Winner Teresa Lehane “SEN’s completely different now”: critical discourse analysis of three “Codes of Practice for Special Educational Needs” (1994, 2001, 2015) 69 1
2017-Winner Cheng Yong Tan Conceptual diversity, moderators, and theoretical issues in quantitative studies of cultural capital theory 69 5
2016-Winner P. Earley, S. Bubb, D. Eddy-Spicer, M. Crawford & C. James Governing bodies, headteacher performance and pay: the role of external advisers 68 3
2016-Runner Up M. Gómez, T. Morata & J. Trilla Childhood participation experiences in the memory 68 2
2016-Runner Up Imran Mogra The “Trojan Horse” affair and radicalisation: an analysis of Ofsted reports 68 4
2015-Winner Margery McMahon, Christine Forde & Beth Dickson Reshaping teacher education through the professional continuum 67 2
2015-Runner Up Sally Tomlinson Is a sociology of special and inclusive education possible? 67 3
2015-Runner Up Carolyn Jackson, Steve Dempster & Lucie Pollard “They just don’t seem to really care, they just think it’s cool to sit there and talk”: laddism in university teaching-learning contexts 67 3
2014-Winner Carol Fuller Social Capital and the role of trust in aspirations for higher education 66 2
2014-Runner Up Jennifer Buckingham, Robyn Beaman & Kevin Wheldall Why poor children are more likely to become poor readers: the early years 66 4
2014-Runner Up S. Wilder Effects of parental involvement on academic achievement: a meta-synthesis 66 3
2013-Winner Gale Macleod, Anne Pirrie, Gillean McCluskey & MairiAnn Cullen Parents of excluded pupils: customers, partners, problems? 65 4
2013-Runner Up Manuel Souto-Otero Neo-liberalism and continuing vocational training governance in the UK: an examination of three theoretical accounts 65 1

Latest Tweets From Routledge Education Research