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Evidence-based practice in schools: What’s really going on?

Improving educational outcomes through high-quality provision is one of the main aims of education systems across the world. Over recent decades there has been a concerted move by policymakers in...

Food banks in schools and the ‘cost of living’ crisis

In the UK, over 2.6 million children experience food insecurity, which is defined as those who have limited or unreliable access to food due to a lack of financial resources (Power et al., 2020;...

Strengthening teacher networks: Decolonising secondary school history curricula

Race & Education: BERA Small Grants Fund research reports

The decolonising of curricula is a current issue in education, but the complexities and varying interpretations of what this actually means can present challenges and uncertainty. During a time...

‘Challenging’ reflexivity in the transition between practicums: A practical and gamified approach to embed ‘big ideas’ into the teacher education curriculum

Like all teacher educators in England, we are conscious that our practice is increasingly located in turbulent and changing political and managerial landscapes for teacher education (see Murtagh &...

Spotlight on SEND: Curriculum Design and Practice

Online registration has now closed for this event, to register please email events@bera.ac.uk.   This British Curriculum Forum (BCF) event brings together teachers, practitioners,...

Spotlight on SEND: Curriculum Design and Practice

This British Curriculum Forum (BCF) event brought together teachers, practitioners, researchers, leaders, managers, and academics to share their critical perspectives and assumptions about...

Schooling, innovation and community

Recently, I discovered some chapters that I had drafted in the early 1980s. These arose from a study of teachers at Bridgewater Hall, the first secondary school on Stantonbury Campus in Milton...

Spring 2022

Education for environmental sustainability Research Intelligence issue 150 This 150th issue of Research Intelligence reflects and builds upon the renewed focus on education for environmental...

Thoughts on the inspection of early reading

Providers of initial teacher training (ITT) in England are inspected by the Office for Standards in Education (Ofsted). As members of a university ITT primary English team, we were prompted to...

Forest School and its place within a Covid-recovery curriculum

With the easing of pandemic-related restrictions for UK schools, educators’ focus has turned to mitigating the impacts of Covid-19 on children’s learning and wellbeing (see Kumar Jha & Arora,...

Knowledge about what? ‘The knowledge question’ in the Norwegian curriculum

A fundamental question in education is, ‘What is most worth teaching and learning?’ A variation of this question can be directed from student to teacher: ‘Why should we learn this?’...

The ‘shadow education’ phenomenon

In research, educational services such as private tutoring, coaching and academic enrichment classes that operate outside formal educational institutions (such as schools) are commonly referred to...