Learning spaces are changing. Classrooms, once filled with uniform furnishings and distinct ‘teacher’ and ‘student’ territories, are being reimagined to provide learning spaces that support different forms of learning activity over the... [...]
Post-compulsory and Lifelong Learning
The sector of post-compulsory education and lifelong learning is a wide and diverse one, covering areas such as the study of 14-19 education and training, further and higher education, adult education, informal learning and lifelong learning. This SIG aims to facilitate and stimulate debate amongst researchers in the field and assist them in communicating their work to inform understanding and to influence post-compulsory and lifelong learning education policy and practice. We also particularly welcome researchers and those interested in research in this sector, who are based in public and private institutions and organisations, beyond higher education institutions. The post-compulsory and lifelong learning SIG also has commonalities with other BERA SIGs such as Arts Based Educational Research, Comparative and International Education, Curriculum, Assessment and Pedagogy, Educational Effectiveness and Improvement, Inclusive Education, Leadership and Management, Literacy and Language, New Technologies in Education, Practitioner Research, Race, Ethnicity and Education, Research Methodology in Education, Social Justice, and Teacher Education and Development.
Are you a new member of the sig? Do you want to find out about the upcoming activities and plans for the SIG?
Please email one of the three convenors to find out more
Latest SIG Content
This report, published by BERA in partnership with the Welsh Government, presents the proceedings of and lessons from the Future of Educational Research in Wales conference. Held in Cardiff on 14 November 2018, this hugely successful event... [...]
Overall, teacher educators generally tend to be seen as ‘an ill-defined, under researched and sometimes beleaguered occupational group’ (Menter, Hulme, Elliott, & Lewin, 2010: 11). BERA and the RSA have also argued that, ‘In England, the... [...]
The question that vexes an old-school academic like myself is, ‘Am I doing a good job?’ Too often as academics we are asked to assess ourselves against statistics rather than conscience: setting one’s own standards within the context of... [...]
A year that championed educational research and its impact is now gone into the ether. We worked with our brilliant SIG convenors, partners and speakers to ply you with useful and enjoyable events that, according to the feedback we received,... [...]
I have been publicly exploring the issue of disruption, violence and students’ challenging behaviour in post-school classrooms since 2000 (Lebor, 2000). Susan Wallace has also carried out considerable research into disruptive student behaviour... [...]