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Children’s agency: What is it, and what should be done?

'Oh my God. The Principal came in today and chose a child to read. I knew what I had to do: I knew I had to remind the child to say "p. 35 chapter 4"; I had to remind the child to hold the book in...

BERA Bites, issue 7: Exploring the impact of Covid-19: Pedagogy, curriculum & assessment

BERA Bites

The coronavirus pandemic and its associated lockdowns upended our lives and presented challenges and consequences that were previously unimaginable. Teachers were flung in at the deep end with...

Transforming the secondary curriculum

The questions of how to design and implement secondary curricula are critical and current ones in education. Of major concern is the narrowing of the curriculum and the lack of an inclusive...

How has Covid-19 affected the way in which teacher educators engage their students with learning?

Highlights from the first 1,000 BERA Blog posts

In this blog we seek to understand the impact that the sudden and enforced move to online teaching due to the Covid-19 pandemic has had on the perceptions of teacher educators in initial teacher...

Describing young people’s use of digital technology

Scarcely a month goes by without something in the media about young people’s use of digital technology. This is often framed in negative terms related to concerns about excessive ‘screen...

Access denied: Education in rural India during Covid-19

The disruptive effects of the Covid-19 pandemic are borne disproportionately by already disadvantaged social groups. When all educational institutions across India shifted to online and distance...

Why open educational resources are failing to widen access to education

Open educational resources (OERs) are learning, teaching and research materials in any format and medium that are freely available in the public domain. Current discussions about OERs are...

Learning loss or learning disruption?

Alarm has been expressed about the likely impact of Covid-19 on children’s academic achievement with terms such as ‘closing the gap’, ‘learning loss’ and ‘catch up’ permeating...

The Curriculum Design Coherence Model

This presentation by Elizabeth Rata introduces the Curriculum Design Coherence Model (CDC Model) being trialled in the Knowledge-Rich School Project in New Zealand and England. She describes the...

Curriculum Design for Deep learning

In this presentation Dr Graham McPhail  discusses some recent research in the area of curriculum design using a model developed at the University of Auckland, Aotearoa New Zealand The model aims...

Researching curriculum in early years education: An Eastern perspective

Curriculum is a key indicator of early childhood education and care quality. Meanwhile, early years curriculum is a cultural practice shaped by various contextual actors and drivers. To understand...

Exploring Subject Knowledge Structures in Curriculum Design

Paying attention to knowledge structures within curriculum design is an area that has been under-researched in relation to teacher development. As a consequence, some curricula suffer from...