Journal Guide

London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education.As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.LRE especially welcomes review articles on educationally-related themes or topics of significance. Such articles might, for instance, survey policies and major initiatives and analyse and possibly critique their assumptions or key concepts. Such articles are welcome to have a polemical edge. All such articles should, though, of course, be rigorous in their explorations of issues.LRE encourages work from the perspectives of all the disciplines that contribute to the study of education. This work will demonstrate theoretical strength combined with policy, professional or operational insight.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and the Institute of Education, University of London makes every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and the Institute of Education, University of London and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and the Institute of Education, University of London.

The majority of users of LRP come from the academic world, and the journal serves two functions in that world: the transmission of research findings among academic researchers, and the transmission of ideas that are useful in the classroom. Articles may be written for practicing managers and students in professional programs, or they may be directed primarily to academic researchers. LRP takes an inclusive approach to empirical research, publishing studies based on primary survey data, archival data, case study and other recognized approaches to data collection.

LRP welcomes work from scholars based in all parts of the world, including emerging and transitional economies. All work must meet a high standard and is assessed for originality and quality through a rigorous peer review process. The areas of work published by LRP include, among others: corporate strategy and governance, business strategy and new business models, international dimensions of strategy, strategies for emerging markets, entrepreneurship, innovation, organizational structure and design, corporate social responsibility, management of technology, methods for strategy research, and business processes. In addition to publication of high quality individual articles, LRP also publishes topically-themed special issues.

Dedicated to create a reflection that offers basis for the debate of substantive questions of nowadays. It enphasizes its public character in the analysis of public policies, and the position of Brazil in the analysis of the international landscape.

Luso-Brazilian Review publishes interdisciplinary scholarship on Portuguese, Brazilian, and Lusophone African cultures. It is the oldest and most prestigious U.S. academic journal in its field, with articles on social science, history, and literature by leading scholars.