Writing Retreat – February
#BERA_Writing @BERANews @bera_irf Increasingly, researchers wish to make writing a focused social activity with regular breaks in a productive environment that is supportive. This is the...
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Thoughts on the inspection of early reading
Providers of initial teacher training (ITT) in England are inspected by the Office for Standards in Education (Ofsted). As members of a university ITT primary English team, we were prompted to...
Continue reading blog postEmily Asbury
Emily Asbury is a member of the English team at Bath Spa University where she leads the English component of the Early Years ITT programme and works with a colleague on the Teach First programme....
Caroline Whiting
Caroline Whiting is co-lead of the primary ITT English team at Bath Spa University. A former primary school teacher, Caroline was also a head teacher, a local authority primary adviser, school...
Call for abstracts: Theorising educational engagement, transitions & outcomes for care-experienced people
Editors Zoe Baker (University of York), Katie Ellis (University of Sheffield) and Neil Harrison (University of Oxford) are seeking high-quality, international contributions for a forthcoming...
Educational leadership on the threshold of a post-pandemic world
Schools, colleges and universities after Covid-19
Leaderless leading: How the pandemic has unleashed a collective impetus to ‘rethink’ further education
‘There is no power for change greater than a community discovering what it cares about.’ Wheatley, 2002 The above quote appears in a boxed feature in the inaugural edition of #JoyFE...
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College leadership in a time of Covid-19: Learning to distribute leadership, learning to listen?
Often teams will show you the right direction from being honest, because in a pandemic there was so much to do from a leadership point of view, and it was overwhelming at times because everything...
Continue reading blog postPost-pandemic: Return or reset?
Crisis management in schools has been examined and modelled in a variety of ways, and it is possible to identify four discrete stages through which school leaders progressed during the pandemic...
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School leadership in a time of Covid: Learning to cope with the system changes
It is indisputable that there are huge costs associated with Covid-19, and part of that has fallen to schools, school trusts (formerly known as multi-academy trusts) and local...
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The strategic leadership of online learning during Covid and beyond: Key themes from an emerging study
Covid-19 has had an enormous impact on education. The changes to working practices, leaders’ vision for the future of education and the relationship between senior leaders, staff, parents and...
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Obstacles to opportunities: Towards a model of school improvement through Appreciative Inquiry
School improvement has always been high on school leaders’ agendas in England, but the pandemic has shone a light on new and emerging priorities. As well as the many problems that need to be...
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