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Practice, pedagogy and education as a discipline: Getting beyond close-to-practice research

The British Educational Research Association has promulgated ‘close-to-practice research’ that ‘focuses on issues defined by practitioners as relevant to their practice, and involves...

Debbie Bailey

Debbie Bailey was part of the leadership team of special schools and alternative provisions from 1998 to 2022. She experienced being part of schools that failed to meet Ofsted expectations and of...

Child’s play? Using creative methods with adults in education research

The use of creative methods with children and young people has a long and well-established history in therapeutic practice and related research (Malchiodi & Perry, 2014). However, creative methods...

Emily Quinton

Emily holds a BSc in Psychology in Education from the University of Bristol. She was awarded the 2024 BERA Undergraduate Award for her thesis, ""How has no-one told me this before?”: Queer...

2024 BERA Undergraduate Award Winner

Every year BERA celebrates excellence in undergraduate educational research by awarding the undergraduate award to an individual who completed an undergraduate degree in education or a related...

Zongyi Deng

Zongyi Deng is Professor of Curriculum and Pedagogy at the UCL Institute of Education, University College London. He is also an executive editor of the Journal of Curriculum Studies (JCS) and he...

Revisioning the marginalisation of creative curricula at a time of political change: What can we learn from the work of Manuel Alvarado?

The dissolving of UK parliament ready for a general election in 2024 and the subsequent new parliamentary term provides an opportunity for those vested in education to reflect upon the past and...

Review of Education: Call for ‘State-of-Play’ special issues (2024)

The editors of the Review of Education (RoE) intend to publish a number of ‘State-of-Play' (SoP) special issues during their tenure, which commenced in January 2024. They are therefore seeking...

Eleanor Long

Eleanor Long is a White Rose DTP third-year PhD student at the Sheffield Institute of Education at Sheffield Hallam University. She is writing her PhD thesis on the experiences of primary...

Let’s not blame students for the shortcomings of assessment strategies of universities that turn a blind eye to artificial intelligence: A pre-crisis warning

Artificial Intelligence in educational research and practice

This blog post highlights the evolution of artificial intelligence (AI) aligned with how the higher education (HE) sector needs to adjust assessment strategies and academic integrity policies to...

Michelle Thomason

Michelle Thomason is Senior Lecturer and leads the PGCE Further Education at the University of East London. A former curriculum area leader for media studies at an inner London sixth form, her...

Changing the rules of the game: The professionalisation of school governance and its implications for governor recruitment and retention

A recent National Governance Association (NGA, 2023a) report suggests that governor workload and lack of time are key contributors to the current crisis in the recruitment and retention of school...