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The politics of ‘scientifically-based’ teaching: Phonics for reading and grammar for writing

The teaching of reading and writing understandably attracts attention from researchers, teachers and policymakers because of the importance of literacy for children’s educational development....

Spotlight on language and literacy

This special issue of the BERA Blog places a spotlight on educational research in the field of language and literacy. Covering a range of topics from modern language learning to language as an...

Exploring gender representations in English language textbooks: A systematic review (2000 to 2022)

Research on English language teacher training, digital literacies and gender equality in low-and-middle-income countries (LMIC) is a strategic priority according to UN Sustainable Development Goal...

Science and religious education teachers’ perspectives on the purpose of RE on the secondary school curriculum in England

It is important that secondary school teachers know about the other subjects that are taught in their schools in order to provide a coherent curriculum experience for students. Over the past...

Teacher agency in the reform of universal primary education in Uganda

Uganda launched universal primary education (UPE) in 1997 in line with Education for All’s reform programme for basic education (Penny et al., 2008). Introducing a system of universal,...

BERA Conference 2023 – Call for Abstract Reviewers

Would you be willing to act as a reviewer for abstracts submitted to the BERA Annual Conference 2023? To be involved, you will need to: be a BERA Member be available to referee abstracts...

Design research: A ‘tomorrow’ approach that needs consideration ‘today’?

Design research (or design-based research) is a methodological framework that focuses on the ‘tomorrow’; that is, the design of education as it could or should be (Bakker, 2018). Informed by a...

Collaborative learning within custodial education

The benefits of collaborative learning are clearly outlined in educational discourse, including: increased achievements, widening knowledge, improvement in teamwork skills and deeper critical...

If maths anxiety could talk: What do maths-anxious ex-pupils want to say to the teaching profession?

Having recently completed a small exploratory study (124 respondents) of the way that maths-anxious undergraduates in the UK make sense of their maths anxiety (MA), I was prompted to consider: had...

How might higher education providers make assessment more inclusive? The potential of Universal Design for Learning

Covid-19 resulted in a major interruption to routine assessment custom and practice in higher education. This interruption has placed higher education providers (HEPs) at a crossroads where they...

Creating the conditions for inclusion: How the Writing Café is facilitating accessibility for disability through mutuality and empowerment

Within higher education (HE) there are specific power dynamics that can be attributed to institutionalised intersectional inequality (for example lecturer-student hierarchy, social class and...

Diversifying our curriculum: Rediscovering the power of our narrative voices

BCF Curriculum Investigation Grant Research Reports

Funded by the 2021–2022 British Curriculum Forum Curriculum Investigation Grant, this project aimed to investigate the degree to which a secondary school in England included a multitude of...