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Making post-GCSE decisions during the Covid-19 crisis: The need for action

Covid-19, education and educational research

In the public debate about the impacts of the Covid-19 lockdown on education, much attention has understandably been given to concerns about disadvantaged children falling behind at school, and to...

The new core maths qualifications: A welcome opportunity, but what is their place in the curriculum?

We are approaching the end of a three-year project, funded by the Nuffield Foundation, investigating the successes and challenges of core maths (CM), a set of post-16 qualifications introduced in...

Is educational research evidence-based?

One issue raised in the debate over evidence-based policymaking and practice has been what should count as evidence. I was prompted to think further about this by a recent paper in the British...

Five education myths that Covid-19 shatters

Highlights from the first 1,000 BERA Blog posts

Education has been practised and conceptualised internationally in ways that demonstrate its increasing privatisation, enabled through a dependency on numerical data and an adherence to a social...

Social Justice – SIG Convenor vacancy

Call for SIG Convenor This SIG promotes dialogue on educational policies and practices at all levels in terms of supporting or inhibiting social justice. We are committed to developing a range of...

Why do school exclusion rates continue to rise in England?

Children and young people excluded from school for poor behaviour have lower than average educational outcomes. They are more likely to experience ‘deep exclusion’ (Levitas et al., 2007), with...

Pay and conditions in universities: BERA’s solidarity with academics

In the 21st century, working in a university is a demanding and complex job. The expectations of academic staff are numerous. We are required to publish world-leading research outputs, and our...

Researching education and mental health: From ‘Where are we now?’ to ‘What next?’

The mental health and wellbeing of both learners and teaching staff are among the most pressing issues facing education in the coming decade. This special issue of the BERA Blog presents a...

Spring 2020

Decolonising the curriculum: Transnational perspectives  Research Intelligence issue 142 From the Rhodes Must Fall campaign at the universities of Cape Town and (subsequently Oxford) to the...

Interdisciplinary, interactive climate change education: A STEAM approach

‘Climate emergency’ has been defined as the word of 2019 by the Oxford English Dictionary (BBC Newsround, 2019). Around the world adults and school children are realising that climate change...

Crisis for whom? Education for climate justice in Scotland

This research was borne of our shared conviction that education fit for addressing the climate crisis must move away from a vague discourse of undifferentiated responsibility and squarely pose the...

‘Dear Oak’: Becoming more place-responsive in the climate and ecological crisis

Catherine: It’s winter. I’m in the heart of the Cairngorms on a field course for my outdoor education MSc at Edinburgh University. I’ve woken to a dusting of snow on my tent and the crunch...