Bowie, R., Aantjes, R., Woolley, M., Hulbert, S., Thomas, C., Revell, L. and Riordan, J. 2023. Science religion encounters, epistemic trespass, neighbourliness and overlapping domains: theorisation and quantitative evidence of extent. Journal of Religious Education. https://doi.org/10.1007/s40839-023-00209-w
Riordan, J., Revell, L., Bowie, B., Thomas, C., Woolley, M. and Hulbert, S. 2023. Using video and multimodal classroom interaction analysis to investigate how information, misinformation, and disinformation influence pedagogy. Video Journal of Education and Pedagogy. https://doi.org/10.1163/23644583-bja10040
Woolley, M., Bowie, R. A., Hulbert, S., Thomas, C., Riordan, J. and Revell, L. 2022. Science and RE teachers' perspectives on the purpose of RE on the secondary school curriculum in England. The Curriculum Journal. 34 (3), pp. 487-504. https://doi.org/10.1002/curj.191
Revell, L. and Christopher, K. 2021. Worldviews and diversity: freedom of expression and teaching about the mosque. Journal of Religious Education. 69 (3), pp. 297-310. https://doi.org/10.1007/s40839-021-00151-9
Bryan, H. and Revell, L. 2021. School leadership and the civic nationalist turn: Towards a typology of leadership styles employed by head teachers in their enactment of the Prevent Duty and the promotion of fundamental British values. Prism. 3 (2). https://doi.org/10.24377/prism.ljmu.0302203
Revell, L. 2019. Teacher practice and the pre-crime space: prevent, safeguarding and teacher engagement with extremism and radicalisation. Practice. 1 (1). https://doi.org/10.1080/25783858.2019.1591765
Revell, L. and Panjwani, F. 2018. Religious education and hermeneutics: the case of teaching about Islam. British Journal of Religious Education. 40 (3), pp. 268-276. https://doi.org/10.1080/01416200.2018.1493269
Revell, L., Bryan, H. and Elton Chalcraft, S. 2018. Counter terrorism law and education student teachers' Induction into UK prevent duty through the lens of Bauman's liquid modernity. in: Trimmer, K., Dixon, R. and Findlay, Y. (ed.) The Palgrave Handbook of Education Law for Schools London Palgrave.
Bowie, R. A. 2018. Promoting tolerance to schools in a time of extremism. in: Panjwani, F., Revell, L., Diboll, M. and Gholami, R. (ed.) Education and Extremisms: Rethinking Liberal Pedagogies in the Contemporary World London Routledge. pp. 204-216
Revell, L. 2017. Resilience and soft power: an analysis of UK Government and International Guidelines and resources to address radicalisation and extremism in education. in: Panjwani, F., Revell, L., Gholami, R. and Diboll, M. (ed.) Education and Extremisms - Rethinking Liberal Pedagogies in the Contemporary World London Routledge. pp. 191-203
Elton-Chalcraft, S., Lander, V., Revell, L., Warner, D. and Whitworth, L. 2016. To promote or not to promote fundamental British values? Teachers' standards, diversity and teacher education. British Educational Research Journal. 43 (1), pp. 29-48. https://doi.org/10.1002/berj.3253
Revell, L. and Bryan, H. 2016. Calibrating fundamental British values: how head teachers are approaching appraisal in the light of the Teachers’ Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015. Journal of Education for Teaching. 42 (3), pp. 341-353. https://doi.org/10.1080/02607476.2016.1184464
Revell, L. 2015. Reading Religious Education text books: Islam, liberalism and the limits of Orientalism. in: Parker, S., Freathy, R. and Francis, L. (ed.) History, Remembrance and Religious Education Oxford Peter Lang.
Bowie, R. A., Peterson, A. and Revell, L. 2012. Post secular trends: issues of faith and education. Journal of Beliefs & Values: Studies in Religion & Education. 33 (2), pp. 139-141. https://doi.org/10.1080/13617672.2012.694057
Hoult, E., Bryan, H., Goouch, K. and Revell, L. 2006. A room of one’s own? How the new academics in the expanding Higher Education sector are transforming the understanding of what it means to be a university teacher.
Revell, L. 2010. Religious education, conflict and diversity: an exploration of young children's perceptions of Islam. Educational Studies. 36 (2), pp. 207-215. https://doi.org/10.1080/03055690903162390
Bryan, H. and Revell, L. 2011. Performativity, faith and professional identity: student RE teachers and the ambiguities of objectivity. British Journal of Educational Studies. 59 (4), pp. 403-419. https://doi.org/10.1080/00071005.2011.602328
Revell, L. 2008. Spiritual development in public and religious schools: a case study. Religious Education: The Official Journal of the Religious Education Association. 103 (1), pp. 102-118. https://doi.org/10.1080/00344080701807544
Davies, I., Arthur, J., Revell, L., Fairbrass, S., West, E. and Mountford, P. 2007. Citizenship and the assessment of trainees. Education, Citizenship and Social Justice. 2 (2), pp. 83-102. https://doi.org/10.1177/1746197907077038
Blain, M. and Revell, L. 2002. Patterns of spiritual and moral development in religious and public schools in Chicago. Journal of Beliefs & Values: Studies in Religion & Education. 23 (2), pp. 179-189. https://doi.org/10.1080/1361767022000010833