Search

Building a Curriculum for a Sustainable Future

Online registration for this event has now closed, please email events@bera.ac.uk to register.   #BERA_Sustainability There is no time like the present to look at our world as it is. This...

Curriculum making as relational practice: A qualitative ego-network approach

Teacher networks have been identified as an essential element for the improvement of education reforms and consequently have attracted increased interest from educational researchers (Daly,...

A curriculum for wellbeing: Improving all aspects of wellbeing in curricula & schools

How should the wellbeing of both pupils and staff be integrated into curriculum development? This collection, edited by Victoria Pugh, presents answers to this question from a diverse range of...

‘The significant return to normality’: Back to school in England, but who is missing?

As part of the gradual lifting of lockdown measures in England, following the ‘second wave’ of the Covid-19 pandemic here, schools reopen wholesale today, 8 March 2021. For many parents and...

Children’s agency: What is it, and what should be done?

'Oh my God. The Principal came in today and chose a child to read. I knew what I had to do: I knew I had to remind the child to say "p. 35 chapter 4"; I had to remind the child to hold the book in...

BERA Bites, issue 7: Exploring the impact of Covid-19: Pedagogy, curriculum & assessment

BERA Bites

The coronavirus pandemic and its associated lockdowns upended our lives and presented challenges and consequences that were previously unimaginable. Teachers were flung in at the deep end with...

Transforming the secondary curriculum

The questions of how to design and implement secondary curricula are critical and current ones in education. Of major concern is the narrowing of the curriculum and the lack of an inclusive...

How has Covid-19 affected the way in which teacher educators engage their students with learning?

Highlights from the first 1,000 BERA Blog posts

In this blog we seek to understand the impact that the sudden and enforced move to online teaching due to the Covid-19 pandemic has had on the perceptions of teacher educators in initial teacher...

Describing young people’s use of digital technology

Scarcely a month goes by without something in the media about young people’s use of digital technology. This is often framed in negative terms related to concerns about excessive ‘screen...

Access denied: Education in rural India during Covid-19

The disruptive effects of the Covid-19 pandemic are borne disproportionately by already disadvantaged social groups. When all educational institutions across India shifted to online and distance...

Why open educational resources are failing to widen access to education

Open educational resources (OERs) are learning, teaching and research materials in any format and medium that are freely available in the public domain. Current discussions about OERs are...

Learning loss or learning disruption?

Alarm has been expressed about the likely impact of Covid-19 on children’s academic achievement with terms such as ‘closing the gap’, ‘learning loss’ and ‘catch up’ permeating...