A minority of young people are negative about education and become disengaged*. This study investigated their experience. Most saw the primary problem as the system. For them, school was an environment that was hard to endure, where some teachers were indifferent to them, where learning was...Read More
This study explores the size of ethnic, gender and social class gaps in achievement at age 14 and asks what factors might account for ethnic achievement gaps. For most minority groups, high levels of socio-economic deprivation can account for the achievement gaps. However, Black Caribbean...Read More
The New Labour Government (1997-2010) announced personalised learning as an idea ‘exciting’ the profession and one that promised ‘radical implications’ for the shape of education in England. The policy included propositions about engaging student voice in learning, but how did young...Read More
School bullying seriously affects young people’s social, physical and psychological well-being as well as their academic achievement. Increasingly, evidence suggests whole-school (universal) interventions are the most effective, non-stigmatizing means to reduce bullying. These programmes...Read More
In the summer of 2013, BERA published a briefing paper entitled ‘Why Educational Research Matters’. This was drawn from our contribution to the recent Comprehensive Spending Review and was based upon case studies supplied by members. By showcasing some of the most effective pieces of...Read More
Challenge and Change in Teacher Education
Research-Informed Teacher Education for a New Era?
Research Matters: School Direct
Changing Trends in Teacher Education Policy and Practice
What Kind of Occupation is Teaching?
Educating Educators? A view from Scotland
Issue No: 121