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Five education myths that Covid-19 shatters

Highlights from the first 1,000 BERA Blog posts

Education has been practised and conceptualised internationally in ways that demonstrate its increasing privatisation, enabled through a dependency on numerical data and an adherence to a social...

Digital masters? Reflecting on the readiness of students and staff for digital learning

Covid-19, education and educational research

If we assume that necessity really is the mother of invention, then the problems of delivery that arose when the Covid-19 virus crisis hit UK higher education represented a golden opportunity for...

What do we know, so far, about the best ways to help users use good research evidence?

Research evidence is considered important, contributing to improvements in education policy and practice. High-quality evidence can lead to important gains for the public and for society....

Small schools, big issue? Exploring the future for small schools in England

This event has now been postponed. To be kept updated on when this will be reschedule for, please email events@bera.ac.uk. The BERA SIG Educational Effectiveness and Improvement, in partnership...

Local language, school and community: Curricular innovation towards closing the attainment gap

BCF Curriculum Investigation Grant Research Reports

An investigation of how schools can, by working in and with local languages and dialects, raise pupils' educational attainment, cultural awareness and self-esteem.

Pauline Taylor-Guy

Director

Professor Pauline Taylor-Guy is currently the Director of the Australian Council for Educational Research (ACER) Institute and Centre for School and System Improvement (CSSI). The Centre provides...

Total recall? The ITE content framework, research and teachers’ understandings of learning

The key teacher education policy issue at the 2019 general election is the initial teacher education (ITE) content framework for England, rushed out in the dying hours of the Conservative...

The success of Finnish schools: Lessons from a high-performing system

I have recently returned from Tampere University in Finland as part of an Erasmus project called Academic Adventures, and in this blog post I want to share some reflections from that week about...

School accountability by Progress 8: A critique of Conservative and Labour proposals

The Conservatives and Labour hold different views on the future of England’s system of school accountability by Progress 8. However, both parties’ thinking is at odds with the research...

Educational leadership: Post-conference reflections on an ever-changing field

As it is for many of my colleagues BERA’s Annual Conference is one of the highlights of my academic year. It’s the one conference that I try not to miss – not only to see my annual...

Multi-academy trusts in England: What drives them to grow?

Multi-academy trusts (MATs) are now a common feature of the English educational landscape. Yet numerous high-profile failures indicate that they present a substantial challenge in terms of...

Tackling educational inequality

The questions, ‘What does the empirical evidence tell us about the achievement gap?’ and ‘What is proven good practice for closing the gap in educational inequality?’, are the subject of...