Search

In Conversations with…Professor Paul Miller

In this episode of the BERA Podcast BERA Chief Executive Nick Johnson interviews Professor Paul Miller, the President of the Commonwealth Council for Educational Administration and Management...

Closing the Covid-19 gap: Where should interventions begin?

This year coronavirus has put unprecedented pressure on our schools. It has been inspiring, as we continued to support our young people through the global pandemic, to see so many creative...

The social organisation of a conductive education centre in Birmingham

Conductive education (CE) is a pedagogical approach for teaching people with neurological impairments. The Professional Conductors Association (2003, p.3) describes conductive education as: A...

Myth busting our curriculum: Enabling all to achieve

The island of Zanzibar where I was born was famous – or infamous – on two accounts: clove plantations and slavery. From the 17th century until 1909, spice plantations were worked by Black...

Typing aloud

In common with most teacher educators, I am a big fan of classroom talk. I continually stress to my English subject trainee teachers the huge value of the spoken word and invite them to be...

Rigorous designs for learning bridges are challenging but we need them now more than ever

Donald Clark (CEO at WildFire Learning) published a thoughtful blog post on 27 March: ‘I fear,’ he began, ‘that the UK University system has been myopic regarding online learning’ (Clark,...

Virtual teaching for children with dyslexia: The realities and disturbing absence of research

Covid-19, education and educational research

I am writing this post from both a parental and scientific perspective. Firstly, from a parental stance, SARS-CoV-2 and subsequent coronavirus 19 has undoubtedly driven us into situations that...

Summer 2020

Research Intelligence Issue 143 is on the theme of 'Widening participation in practice'.

Lessons for adapting home learning from parents with children with special educational needs

Covid-19, education and educational research

‘Doing less, making learning fun and looking after everyone’s wellbeing’

School transition, socioeconomic inequalities in wellbeing and the Covid-19 pandemic

Covid-19, education and educational research

Children’s education and wellbeing are profoundly influenced by the circumstances into which they are born. Being from a wealthier family is associated with a range of positive outcomes. Poverty...

Why do school exclusion rates continue to rise in England?

Children and young people excluded from school for poor behaviour have lower than average educational outcomes. They are more likely to experience ‘deep exclusion’ (Levitas et al., 2007), with...

A Curriculum for Wellbeing: A British Curriculum Forum conference

Update (Friday 13 March): unfortunately the conference previewed in this blog, which was to be held on Saturday 14 March, has been postponed. To be kept updated on its rearrangement please email...