Mobile learning and cognition
The rise of mobile learning in schools during the past decade has led to promises about its power to extend and enhance student cognitive development – for example, by providing greater...
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Arresting ‘epistemic violence’: Decolonising the national curriculum for history
A renewed call to ‘decolonise’ the curriculum has marked a shift in thinking about education and what should form the canon of curriculum content (le Grange, 2016). It has been amplified...
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Can biology A-levels be trusted to look after the future teaching of high quality ecological science?
‘The primary place in which to work at ecology is necessarily in the field’ Tansley (1952/1987) Most contemporary ecologists could not envisage a world without fieldwork....
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Am I actually teaching historical thinking and reasoning?
Many teachers find it difficult to operationalise ideas from the literature and envisage ‘what it looks like in the classroom’. Teaching historical thinking and reasoning (HTR) is a good...
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A pedagogy of multiliteracies: Young children and multimodal learning with tablets
It has become increasingly apparent that being literate is a fundamental skill for citizens of the 21st century, just as it was in previous times, but also that new conceptualisations of what it...
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BERA offers concessionary membership fee to support teachers
BERA is dedicated to supporting and promoting teacher research. We believe practitioners, academics and policy makers must collaborate to help shape a future curriculum in schools. Over the...
Confusion, contradiction and exclusion: The problems of British values and the national curriculum in history teaching
From 2010, the Conservative–Liberal Democrat coalition began to reassess the teaching of history in schools across the key stages of the national curriculum in England and Wales. After...
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Hopes and fears: The development of a new curriculum in Wales
Since 2015, ‘pioneer’ schools across Wales have been contributing to the development of a new national curriculum based on Professor Graham Donaldson’s (2015) report, Successful Futures. As...
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Action research in the classroom: Applying spacing and retrieval practice
I have been a classroom teacher for nearly two decades, but have only recently undertaken action research. In this post I describe my experiences with spacing (Bjork & Bjork, 2014; Cepeda et al,...
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How can cognitive load theory be applied to the teaching of history?
As a follower of a variety of educational blogs and their Twitter accounts, I became aware of a large number of people talking about the development of cognitive load theory and the impact it...
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Aretaic pedagogy: How we can transform the aesthetics of good teaching?
Aretaic pedagogy is suggested as a refreshing paradigm of good teaching, putting at its centre, instead of a knowledge-based perspective, a virtue-based approach to education. Its origins are in...
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Through adversity comes strength: Educational policy reform and developing research capacity in Wales
Introducing a special issue of the BERA Blog on education in Wales, to mark the conference, ‘The future of educational research in Wales’, held in Cardiff on 14 November 2018. Education...
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