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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...

Has there really been a decline in happiness among young people in the UK?

The Children’s Society published its most recent edition of The Good Childhood Report in August (Children’s Society, 2020). Concerningly, it reported that even before Covid-19 there had been a...

Rethinking class size: The complex story of impact on teaching and learning

The enduring argument over class size is one of the most contested in education. The argument is between many teachers and practitioners who feel that class size makes a big difference to teaching...

It’s not about ‘delay’, it’s about equality: The language of the summer-born admissions policy

While children in England are invited to join reception in the September following their fourth birthday, the child will not reach compulsory school age (CSA) until the term following their fifth...

Prioritising micro-level experiences of schooling: A policy prospect for addressing inequality in basic education access?

Ghanaian and Sub-Saharan African (SSA) governments are successfully implementing universal policy solutions to expand basic-school opportunities for children. Yet, a vital component of the basic...

Applications of learning analytics in Latin America

In Latin America (LATAM), socioeconomic inequality and lack of resources shape the context of educational institutions in particular ways. Programme quality and dropout rates preoccupy...

The fragilities in the English education system revealed by Covid-19, and how to put them right

Covid-19 has presented schools with a series of dilemmas since lockdown began, and continues to do so as schools seek to reopen to all their pupils. There have been few reliable sources of advice...

What can experiment tell us in educational research?

In education, we’ve put a straitjacket around our notion of experiment. We adhere steadfastly to what Parlett and Hamilton (1972) famously called the ‘agricultural-botany paradigm’. But the...

The social organisation of a conductive education centre in Birmingham

Conductive education (CE) is a pedagogical approach for teaching people with neurological impairments. The Professional Conductors Association (2003, p.3) describes conductive education as: A...

Post Covid-19: A ‘brave new world’?

Globally, the impact of Covid-19 has been truly unprecedented and unforeseen. In all sectors of society, in all nations, the almost immediate, total suspension of everything we know has left many...

The increasing need to educate children about their rights: An outcome of lockdown measures

Many children in the United Kingdom, and elsewhere in the world, have been away from their regular school and early year settings, spending lengthy periods of time at home since the beginning of...

Principles into Practice: Supporting Practitioner Research – presentations

Principles into Practice: Supporting Practitioner Research

#principlesintopractice The presentations were drawn from those people who had either submitted abstracts on the topic for this event - Research into practice - or from the BERA strand that was...