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Three BERA journals announce Editors’ Choice Awards for 2022

Three of BERA’s journals, the British Educational Research Journal (BERJ), Review of Education and Curriculum Journal, have announced their annual Editors’ Choice Awards, recognising papers published in their 2022 volumes. BERA and the editors extend their warm congratulations to the authors of all winning, commended and shortlisted papers.

BERJ Editors’ Choice Award 2023

The editorial team of BERJ and BERA are delighted to announce the winner of the 2023 Editors’ Choice Award, which recognises papers published in the 2022 volume of the journal.

Five papers were nominated by the BERJ editorial board, and the editors selected the following winning article from the shortlist:

  • Papadopoulou, M., & Sidorenko, E. (2022). Whose ‘voice’ is it anyway? The paradoxes of the participatory narrative. BERJ, 48(2), 354–370.

The editors commented: ‘What we like about this paper is that it problematises rather “naïve” and optimistic ideas about children’s voice and participation in research. It does a good job, both in terms of raising difficult questions and connecting those questions with accounts of real-life research.’

The following four papers were shortlisted by the board, in addition to the winning paper:
  • Dunlop, L., & Rushton, E. A. C. (2022). Putting climate change at the heart of education: Is England’s strategy a placebo for policy? BERJ48(6)1083–1101
  • Hurry, J., Fridkin, L., & Holliman, A. J. (2022). Reading intervention at age 6: Long-term effects of Reading Recovery in the UK on qualifications and support at age 16. BERJ, 48(1), 5–21.
  • Norwich, B., Moore, D., Stentiford, L., & Hall, D. (2022). A critical consideration of ‘mental health and wellbeing’ in education: Thinking about school aims in terms of wellbeingBERJ48(4)803820
  • Prior, L., & Leckie, G. (2022). Student mobility: Extent, impacts and predictors of a range of movement types for secondary school students in EnglandBERJ48(5)10271048

Review of Education Editors’ Choice Award 2022

The Review of Education Editors’ Choice Award recognises the highest quality and most impactful articles published in the journal. The winning paper for the 2022 volume is:

  • Topping, K. J.Douglas, W.Robertson, D., & Ferguson, N. (2022). Effectiveness of online and blended learning from schools: A systematic reviewReview of Education10(2), e3353.

The editors said: ‘We have had some excellent, useful and widely read new articles in Review of Education this year. We selected this review of the evidence on online and blended learning because it is clearly of interest to readers, and a topical issue given recent lockdowns (and even perhaps teacher strikes). It reflects the origins and purpose of Review of Education – the piece is long and needs to be so in order to cover the field. This flexibility to publish longer articles is a key benefit of the journal. The review includes, as it ought, a consideration of the quality of each research report before synthesis, but also has a brief discussion of the practical difficulties of this and a comparison of different approaches.’

Curriculum Journal Editors’ Choice Award 2022

The annual Curriculum Journal Editors’ Choice Award, which recognises the best paper published in the journal in 2022, has been awarded to:

  • Goh, D. (2022). Rethinking textbooks as active social agents in interpretivist research. Curriculum Journal33(4)602617

The editors would like to commend three further papers (in no particular order):

  • Hodgen, J.Foster, C., & Brown, M. (2022). Low attainment in mathematics: An analysis of 60 years of policy discourse in England. Curriculum Journal33(1), 5–24
  • Lee, S. J.Kriewaldt, J., & Roberts, M. (2022). Cross-national comparisons of inquiry learning in secondary geography curricula. Curriculum Journal33(1)4260
  • Aldous, D.Evans, V., & Penney, D. (2022). Curriculum reform in Wales: Physical education teacher educators’ negotiation of policy positions. Curriculum Journal33(3)495514

The editors commended this article ‘for persuasively exploring how curriculum reform is embedded in multiple sites of curriculum making which influence/inform eventually what happens and changes in schools, but lies beyond them-in this case in teacher education’.