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Challenging consumerism through education as human development

The culture of transforming everything into products to be ‘consumed by the market’ is manifesting itself as a global pathology. This trend is destroying longstanding communities of practice...

Learning differently: new frontiers for community collaboration, agency and identity

This event is now fully booked. Please email events@bera.ac.uk if you would like to receive notice of changes in availability or similar events. Please join us for an interactive and dynamic...

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...

BERA Bites, issue 1: Early childhood

BERA Bites

The BERA Bites series presents selected articles from the BERA Blog on key topics in education, presented in an easily printable and digestible format to serve as teaching and learning resources...

Encouraging inclusion of at-risk students through co-op video games

Every day, teachers face challenges with including students who are inactive participants in the classroom. Such challenges may involve social difficulties – such as shyness, disruptive...

Alternative ways of educating teachers to educate children differently: What do curriculum, assessment and pedagogy look like when ‘done differently’?

Online registration has now closed. If you want to attend this event, please email events@bera.ac.uk for details of how to register onsite. This conference looks to bring together teachers,...

The gap year for social, emotional and vocational learning in Irish secondary education

The Irish education system includes a quasi-gap year, known as transition year (TY), midway through secondary school. Students may choose to complete six years of secondary education (including TY...

Refocusing schools as ‘learning organisations’: A new direction for school improvement?

How are successful schools measured? By being judged ‘1’ by Ofsted? By excellent SATs or A-level results in a single year? By being popular with parents and having buoyant admissions? No. It...

Curriculum, assessment and pedagogy: creating a space for thought and action

The issues of curriculum, pedagogy and assessment are pivotal to shaping our educational system. These concepts have been constructed, reconstructed, deconstructed and contested over many decades....

How do we truly assess success and long-term achievement in learning: exams, or innovative contextualised creative assessment?

There is a continual debate and discussion about exams – whether it is standard attainment tests (SATs) at primary school or GCSEs and A-levels at secondary – and how effective they are not...

Educational imaginations to save the future?

At an ESRC-Palgrave-Springer Festival of Social Science event about social sciences impact, held at the Royal Society on 7 November 2017 (#FossImpact), I asked a question. Before I repeat this...

Teacher development for inclusive pedagogy: The affordances of Professional Learning Communities

Across the world, schools are becoming more inclusive. This means that they are expected to enable the full participation and academic achievement of diverse students, many of whom may have...