The British Educational Research Journal (BERJ) is BERA’s flagship journal, and has gone from strength to strength in recent years. Indexed by the Institute of Scientific Information, Philadelphia on the Social Science Citation Index, its impact factor has increased in each successive year. In 2020, BERJ’s impact factor climbed to 2.752, and it was ranked 95th of 264 international journals in the area – very high for a general education journal.

Although the journal showcases the very best of British educational research, it publishes articles by, and for, researchers in education throughout the world. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, and accounts of research in progress. For more information, please visit the website of our publisher, Wiley.

Click here for author guidelines, including instructions on how to submit. When you are ready to submit your article, please do so through the dedicated Manuscript Central portal. 

Members should click on the ‘read this journal online’ button in the top-left corner of this page to use their free access to BERJ.

To request permission to reproduce material from BERJ (or BJET/RoE) please contact our publisher, Wiley, via this page of their site.

BERJ announces winners of its 2020 Editors’ Choice Award

The editorial team of the BERJ and BERA are delighted to announce the winners of the 2020 BERJ Editors’ Choice Award, which recognises articles published across the previous calendar year (2019). 

The following winning article was selected by the editors from nominations received from the BERJ editorial board.  

• Belas, O., & Hopkins, N. (2019). Subject English as citizenship education. BERJ, 45(2), 320-339.  https://doi.org/10.1002/berj.3500

Belas and Hopkins argue powerfully for how curriculum should respond to conditions of inequality and structural white supremacy. Drawing on the disciplines of political philosophy and history of education, their article demonstrates the intellectual breadth and relevance of contemporary work in the field of education, and the capacity for educational research to contribute to wider academic and social debates around Britishness and diversity in the English cultural canon.

The editors would like to commend two further articles: 

• Jerome, L., Elwick, A., & Kazim, R. (2019). The impact of the Prevent duty on schools: A review of the evidence. BERJ, 45(4), 821-837. https://doi.org/10.1002/berj.3527
• Jerrim, J., & Moss, G. (2019). The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. BERJ, 45(1), 181-200. https://doi.org/10.1002/berj.3498

A statement on fraudulent impersonations of BERJ

BERA is aware of cases in recent years in which the British Educational Research Journal (BERJ) and other BERA journals have been impersonated online, with would-be contributing authors asked for money in order to have their article published in what subsequently proves to be a substandard publication that uses the journal’s name fraudulently.

 We ask authors to be vigilant and to report any such fraudulent representations to us at publications@bera.ac.uk.

Wiley is the sole publisher of BERJ, and all articles should be submitted online through the Manuscript Central service linked to above. No fee is charged for publishing in BERJ, other than optional charges for open access publishing (the ‘article publication charge’) and for the reproduction of figures in colour (as opposed to black and white) – click here for further information on both.