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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.

Educational Review Article of the Year Award

2019-WinnerEmily Winchip, Howard Stevenson & Alison MilnerMeasuring privatisation in education: methodological challenges and possibilities711
2019-Runner UpDavid W. Thompson Widening participation research and practice in the United Kingdom on the twentieth anniversary of the Dearing report, reflections on a changing landscape712
2018-WinnerMichael W. AppleRightist gains and critical scholarship701
2018-Runner UpAudrey Osler & Hugh StarkeyExtending the theory and practice of education for cosmopolitan citizenship701
2017-WinnerTeresa Lehane
“SEN’s completely different now”: critical discourse analysis of three “Codes of Practice for Special Educational Needs” (1994, 2001, 2015)691
2017-WinnerCheng Yong Tan
Conceptual diversity, moderators, and theoretical issues in quantitative studies of cultural capital theory695
2016-WinnerP. Earley, S. Bubb, D. Eddy-Spicer, M. Crawford & C. James
Governing bodies, headteacher performance and pay: the role of external advisers683
2016-Runner UpM. Gómez, T. Morata & J. Trilla
Childhood participation experiences in the memory682
2016-Runner UpImran Mogra
The “Trojan Horse” affair and radicalisation: an analysis of Ofsted reports684
2015-WinnerMargery McMahon, Christine Forde & Beth Dickson
Reshaping teacher education through the professional continuum672
2015-Runner UpSally Tomlinson
Is a sociology of special and inclusive education possible?673
2015-Runner UpCarolyn 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 contexts673
2014-WinnerCarol Fuller
Social Capital and the role of trust in aspirations for higher education662
2014-Runner UpJennifer Buckingham, Robyn Beaman & Kevin Wheldall
Why poor children are more likely to become poor readers: the early years664
2014-Runner UpS. Wilder
Effects of parental involvement on academic achievement: a meta-synthesis663
2013-WinnerGale Macleod, Anne Pirrie, Gillean McCluskey & MairiAnn Cullen
Parents of excluded pupils: customers, partners, problems?654
2013-Runner UpManuel Souto-Otero
Neo-liberalism and continuing vocational training governance in the UK: an examination of three theoretical accounts651

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