‘There is no power for change greater than a community discovering what it cares about.’ Wheatley, 2002 The above quote appears in a boxed feature in the inaugural edition of #JoyFE...
Continue reading blog postSchool improvement has always been high on school leaders’ agendas in England, but the pandemic has shone a light on new and emerging priorities. As well as the many problems that need to be...
Continue reading blog postAcademic leaders in higher education (HE) have faced a sustained period of unprecedented and complex change due to Covid-19. Leadership capability and adaptability has been tested, and there have...
Continue reading blog postOften teams will show you the right direction from being honest, because in a pandemic there was so much to do from a leadership point of view, and it was overwhelming at times because everything...
Continue reading blog postCrisis management in schools has been examined and modelled in a variety of ways, and it is possible to identify four discrete stages through which school leaders progressed during the pandemic...
Continue reading blog postWith the easing of pandemic-related restrictions for UK schools, educators’ focus has turned to mitigating the impacts of Covid-19 on children’s learning and wellbeing (see Kumar Jha & Arora,...
Continue reading blog postIn October 2021, the BERA Children and Childhoods special interest group (SIG) organised the webinar Transforming Childhoods’ Relationships, sharing seven doctoral research studies to explore...
Continue reading blog postRecent research on climate change education in England indicates an absence of policy and pro-environmental ambition, and obstruction in relation to both environmental sustainability in general,...
Continue reading blog postA fundamental question in education is, ‘What is most worth teaching and learning?’ A variation of this question can be directed from student to teacher: ‘Why should we learn this?’...
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