Boryana Peevska-Cutting
Dr Boryana Peevska-Cutting is deputy vice-principal (Academic Affairs) at Pearson College London, with college-wide responsibility for quality assurance, academic policy, regulator liaison,...
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Evidence-based practice in schools: Diving deeper
In their recent BERA Blog post, Watkins et al. (2022) highlighted concerns about school leaders’ understanding of research and using research for school improvement; specifically, knowing what...
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Leslie Blanchard
Dr Leslie Blanchard is the author and creator of the LADDER framework. Her research focus is in the areas of leadership development and workforce wellbeing in the human sciences, particularly in...
Olafur Pall Jonsson
Ólafur Páll Jónsson is a professor of philosophy at the School of Education, University of Iceland. He works on philosophy of education, mainly on theories of democracy and social justice,...
BERA Conference 2022 Videos Now Available
The BERA Conference 2022 was held at the University of Liverpool, 6-8 September 2022.Attended by over 700 delegates, we welcomed back delegates after a 2 year break due to Covid-19. The...
Practice-based learning in a special school placement: How students with the most complex communication barriers teach social work students to overcome theirs
People with learning disabilities are one of the most disadvantaged groups in our society (EHRC, 2016); they experience the most barriers to schools, services and communities. They are often...
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Prioritising ‘fair’ play in Northern Ireland primary schools
For many years, Northern Ireland has been renowned for producing academically high-achieving pupils, and while this has been the case for some young people, issues of division and inequality are...
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Katherine Evans
Katherine Evans is a lecturer in education at the University of Plymouth and works within the Plymouth Institute for Education where she leads the foundation stage and key stage 1 pathway for the...
Inequalities in language learning: What are they and how can we fix them?
Young people in the UK are less likely to study a language in upper secondary school than their European peers, and not just because they already speak English (European Commission, 2017). In...
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A closer look at the Future Schools Toolkit
The proliferation of schools, management bodies and sectoral support organisations reflects the socio-cultural and political history of division in Northern Irish society. However, as recognised...
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Learning from Covid-19 research in Northern Ireland: Resetting expectations for school–home–community partnerships
The impact of Covid-19 on learning experiences has dominated educational discourse over the past two years. Education practitioners and policymakers now have at their disposal a rich evidence base...
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Digital futures in Northern Ireland: Beyond a virtual reality?
On a recent first trip outside Northern Ireland, following my two years or so of Covid-19 bubbling, I was struck by the national media coverage surrounding ‘our wee country’. With news of...
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