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Bates, A (2012) 'Transformation, trust and the 'importance of teaching': continuities and discontinuities in the Coalition government's discourse of education reform.' London Review of Education, 10 (1). pp. 89-100.
Chadderton, C (2015) 'The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition Government.' London Review of Education, 13 (2). pp. 84-97.
Clapham, A, Richards, R, Lonsdale, K and la Velle, L (2023) 'Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework.' London Review of Education, 21 (1). e24.
Earle, S 
ORCID: 0000-0002-6155-1098
(2020)
'Balancing the demands of validity and reliability in practice: case study of a changing system of primary science summative assessment.'
London Review of Education, 18 (2).
pp. 221-235.
Hayton, A and Bengry-Howell, A (2016) 'Theory, evaluation, and practice in widening participation: a framework approach to assessing impact.' London Review of Education, 14 (3). pp. 41-53.
Hordern, J (2019) 'Exercise and intervention: on the sociology of powerful knowledge.' London Review of Education, 17 (1). pp. 26-37.
Salter-Dvorak, H (2017) ''How did you find the argument?': conflicting discourses in a master's dissertation tutorial.' London Review of Education, 15 (1). pp. 85-100.
Simon, C.A (2013) 'Extended schooling and community education: mapping the policy terrain.' London Review of Education, 11 (1). pp. 20-31.