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Remote, distant but connected: Using walking and talking as PhD researchers during Covid-19

In this blog post we aim to share our experiences of the BERA Walk and Talk at a Distance event, and demonstrate how remote walking and talking events have the potential to relieve the isolation...

The BERA Blog: Highlights of 2020

BERA Blog end of year highlights

A warm and wintery ‘welcome’ to all our readers, wherever you may be. This time last year I wished all of you a seasonal ‘yo-ho-ho’, blissfully unaware of how 2020 would play out. Today,...

Great expectations dashed? Evidence, practice and implementation in education

This blog is a reflection on the recent ‘special section’ in Research Intelligence issue 144 entitled ‘How we can improve the use of research evidence (in practice)’, edited by Stephen...

Only time will tell: Using temporal multimodal analysis to predict learning

By analysing the learning process, one can understand how student behaviours are related to learning outcomes. When assessing the learning process, researchers have shown multimodal learning...

What can experiment tell us in educational research?

In education, we’ve put a straitjacket around our notion of experiment. We adhere steadfastly to what Parlett and Hamilton (1972) famously called the ‘agricultural-botany paradigm’. But the...

Deaf children and social wellbeing: The evolution of the special school for the deaf

Research has shown that deaf children experience disadvantage in the education system (Berry, 2017). This disadvantage is associated with a lack of tailored pedagogy, being educated in...

Framing research: Participatory research approaches in early years education

On 14 February 2020, at the BERA ECR Network Symposium, my presentation focussed on participatory research in early childhood education. Having worked for a number of years in an early childhood...

Storying identities, experiences and agency of graduate teaching assistants

‘Have you thought about including recordings of these stories as part of your thesis? It’s just that reading them out loud was really powerful for those of us listening.’ I stopped. To be...

BERA ECR Network symposium: A personal reflection on constructive feedback

In October 2019 I travelled to the US to explore the benefits of oracy-centred teaching strategies and expeditionary learning for the development of the speaking, listening, reading and writing...

Positioning children with a vision impairment as knowledge producers and change agents

‘The ability to collaborate on both a small- and large-scale is becoming one of the core requisites of postmodern society’ (Fullan, 1993, p.5). Yet it is ‘still relatively rare for children...

Adapting to the new normal in survey research

Covid-19 has greatly impacted ongoing projects by causing disruption to the research process and delays in data collection, and in some cases research funding has been reduced or withdrawn to...

Relationality as a way of rethinking makerspace research methodologies

In our recent article in the British Journal of Educational Technology, ‘Intra‐active entanglements: What posthuman and new materialist frameworks can offer the learning sciences’, we expand...