Practical and useful research? First, sort out the theory
Researchers need to begin by examining their theories to enable them to control their research, and avoid the risk of being misled by unexamined beliefs.
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Mental health and wellbeing among trainee teachers
There is growing concern regarding the mental health and wellbeing of teachers in the UK. The charity Education Support Partnership recently published the Teacher Wellbeing Index 2018, which found...
Continue reading blog postTwins and the relationship between homework and the academic progress of children: A Spanish case study
A wide range of literature has found that homework is positive for students’ academic achievement (see for example Murillo & Martínez-Garrido, 2013; Fernández-Alonso, Álvarez-Díaz,...
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Culturally appropriate pedagogy in comparative contexts
Culture varies across different contexts, and so does pedagogy. The nexus of culture and pedagogy was one of the themes extensively discussed at the recent Comparative and International Education...
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What are the drivers to inspire more girls to study computer science?
As our 21st century society evolves, computer science (CS) proves fundamental (Cotteleer & Sniderman, 2018) to our global communities’ economic growth, national security, sustainability and...
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Children and young people’s mental health: The role of schools
The World Health Organisation (2014) defines mental health as a state of wellbeing in which every individual is able to achieve their own potential and participate in daily life. One in 10...
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Experience, represent, apply (ERA): A heuristic for digital engagement in the early years
Presenting a powerful new mechanism for encouraging play-based learning that reflects a more up-to-date and holistic view of technology use in the early years.
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Youth activism, engagement and the development of new civic learning spaces
The relationships between youth activism, engagement and education are vitally important in the current context, in which the pressures of globalisation and populism are emerging from and fuelling...
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Pedagogies for the ‘dis-engaged’: Who gets what from arts education?
Not all young people get to access arts programmes. For those who do, the benefits have been widely recognised (de Roeper & Savelsberg, 2009; Catterall, 2012). However not all young people...
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