‘Learning for All’
BERA funded six small grants in 2022/23 under the title “Learning for all”. These grants supported projects which examine educational provision in its widest sense that seeks to provide or...
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‘Why won’t you leave?’ The question we should be asking nursery staff who choose to stay in the profession
Workforce statistics in the field of early years education and childcare (EYEC) are frequently tendered as proof of how the UK system of nursery recruitment and retention is flawed, failing or...
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Autumn 2022
Research Intelligence issue 152: SOS (Save Our Staff): Protecting & enhancing staff wellbeing in education
When the object becomes the subject: Redefining the Teachers’ Standards as ‘learner standards’
In England, the Teachers' Standards are often used formatively to guide quality improvement towards a final summative, quality assurance process which takes place to ensure that the standards have...
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Professionalism for those working with the under-threes: a Northern Irish perspective
Northern Ireland has an established early childhood education and care (ECEC) system with some strengths, such as near-universal participation in pre-school education. However, for children under...
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Tensions in scaling up effective professional development: Balancing programme integrity and school adaptation
Decades of research have sought to unpack the challenges of balancing programme integrity and school adaptation when taking educational interventions to scale. Professor emeritus Larry Cuban from...
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Spotlight on SEND: Curriculum design and practice
On 24 March 2022, the British Curriculum Forum (BCF) ran the Spotlight on SEND: Curriculum Design and Practice online event. The event focused attention on research-informed curriculum design and...
Think like a detective: The vital clue to inclusive teaching!
To think like a detective gives teachers both a memorable metaphor for inquiry and a compelling methodology that leads to effective inclusive teaching. Like expert detectives, expert teachers...
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Delivering on curriculum intent: Lesson study as a mechanism to enhance curriculum implementation and assess curriculum impact on pupils with special educational needs
Lesson study (LS) is a much studied, structured approach that offers the time and space for teachers to focus constructively on children’s learning and plan lessons collaboratively with...
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The National Framework for Inclusion: Supporting inclusive practices in Scotland
Supporting student teachers and teachers to enact inclusive approaches in Scottish schools is a significant part of the Scottish Universities Inclusion Group’s (SUIG) work. SUIG is a...
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Teacher language: Help or hindrance to classroom learning
Communication between teacher and pupil is vital to pupil learning in the classroom. Usually, the focus is concentrated on the development of a pupil’s communication skills and not those of the...
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What does/should inclusion even mean to the autistic learner?
I feel that the equity versus equality ‘debate’ (Baily & Holmarsdottir, 2015; Bird, 2018) is more than pertinent when any discussion about autistic inclusion takes place. The idea that all...
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