The BERA Blog: Highlights of 2024

BERA Blog end of year highlights

Festive felicitations and seasonal salutations to all our readers, authors, curators and guest editors around the globe. Reflecting on yet another outstanding year for the BERA Blog, we celebrate...

Teacher educators’ experiences of research: ‘My time goes on chalk face survival’

In 2021 we began a research project,[1] looking at the experiences of academics working in initial teacher education (ITE) in England, and the survey and follow-up interviews continue annually,...

What can universities do to boost student attendance and achievement?

The UK is facing a persistent student attendance crisis in higher education, characterised by a rising number of students skipping in-person classes. This trend negatively impacts student...

I hate maths! Understanding factors behind mathematics block and barriers to learning

Mathematics is fundamental in science, technology and daily life, and is crucial for modern economies (Ofsted, 2021). Despite its importance, many learners find mathematics complex and...

Defining the goals of computing education in higher education: What should universities aim to achieve?

As digital technologies become further embedded within every aspect of modern life, education systems must keep pace to prepare students for the world they currently live and learn in, but also...

Non-observables in teaching: Cognitive processes, their identification and interplay

Teacher actions, behaviours, beliefs and knowledge shape the way in which teaching is undertaken. Actions and behaviours are observable and are understandably used to support teacher education...

Judicial pedagogies: What do judges think education is?

Globally, courts frequently make judgments on educational issues. In some countries this has been longstanding, such as in the United States’ rulings on teaching evolution (Tennessee v Scopes,...

Beyond school leadership: What makes success for CEOs of multi-academy trusts in England?

Multi-academy trusts (MATs) oversee groups of schools in England, each led by a Chief Executive Officer (CEO) responsible for implementing strategy, leading growth and representing the trust (DfE,...

Mind the responsible use of AI in education: Bridging the gaps

Artificial Intelligence in educational research and practice

Our research indicates that the landscape of responsible AI use in education is uneven. Tight school budgets necessitate careful planning for teachers’ professional development, prompting us to...