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'An honest engagement with Dewey’s theory of experience can provide educators with useful questions about how to create meaningful educational experiences.'

Using mentoring and coaching to focus on the curriculum in action

As changes in the curriculum appear on the horizon it is essential for teachers and school leaders to engage critically and constructively with the opportunities and tensions that emerge. Teachers...

What do teachers need to know to be able to teach? How and when do teachers learn?

By considering responses to these questions we can offer starting points for the construction of a curriculum for teacher knowledge.

Editorial: Reimagining a curriculum for teacher knowledge

Introducing a special issue of the BERA Blog that offers insights into a new curriculum for teacher knowledge that's fit for the 21st century.

Remaking the curriculum of early-career teacher education

As attention in England turns to the Early Career Framework, four expert authors consider the recent progress made in advancing professional learning in Scotland, Northern Ireland and Wales.

The impact of the prevent duty on schools: What does the evidence tell us?

The UK government has become influential in the field of countering violent extremism (CVE), and Kundnani and Hayes (2018) document how its legislation and policy framework has been exported...

Claire Needler

Claire Needler is an ethnology PhD student in the Elphinstone Institute, University of Aberdeen. Her current research area is contemporary use of the Scots language among young people in the north...

We need to talk about language: The researcher view

Coming from a background in community learning and development, my work in partnership with Banff Academy as part of my PhD research has been an interesting and rewarding experience. I find myself...

Primary Assessment

A new report from an expert panel convened by BERA sets out the case against the government’s proposal to use a baseline assessment test of pupils in reception to hold schools in England to...

Ruth Dann

Associate Professor

Ruth Dann completed her PhD in issues related to assessment at Southampton University, Ruth taught in a school in Southampton. She moved to Keele University in 1993 where she led primary teacher...

Christopher Hanley

Senior Lecturer in Secondary Education

Chris Hanley completed undergraduate studies at the University of Leeds in 1996 and an MA at the University of Manchester in 1998. He qualified with a PGCE (secondary English) from Manchester...

Curriculum coherence facilitates school development

The ways in which local educational stakeholders interpret and understand curriculum reform is crucial to its effects on everyday school practice (see for exampleSpillane, Reiser & Reimer, 2002)....