Covid-19, education and educational research
Covid-19 has transformed the way we live, work, research, teach and learn. This ongoing series of blogs addresses the crisis as it affects education in all its diversity.
Showing results 4573–4584 of 7034
Covid-19 has transformed the way we live, work, research, teach and learn. This ongoing series of blogs addresses the crisis as it affects education in all its diversity.
Following his graduation from Goldsmiths’ College, University of London, Cormac Loane worked as a saxophone player ‘on the boats’ and at Blackpool’s Winter Gardens during the late 1970s....
In a previous blog (published yesterday) I reflected on the danger of researchers going beyond the evidence in presenting policy-relevant findings: putting forward empirical conclusions as cogent...
Continue reading blog postNiall Winters is professor of education and technology and a Fellow of Kellogg College at the University of Oxford. He researches technology-enhanced training programmes for healthcare workers...
Paul A. Kirschner is emeritus professor of educational psychology at the Open University of the Netherlands, honorary doctor (doctor honoris causa) at the University of Oulu, Finland, and guest...
One issue raised in the debate over evidence-based policymaking and practice has been what should count as evidence. I was prompted to think further about this by a recent paper in the British...
Continue reading blog postI am Reader in English Education at the University of East Anglia, Norwich. I am an experienced English teacher educator, and came into teaching as a secondary-phase specialist in English and...
Last year I conducted a research project with 12 early-career primary teachers. While exploring their sense of purpose, I found that many teachers were driven by a commitment to preparing their...
Continue reading blog postMartyn Hammersley is emeritus professor of educational and social research at the Open University. He has carried out research in the sociology of education and the sociology of the media, but...
Dr Kathryn Spicksley is a British Academy Postdoctoral Fellow at the University of Birmingham. Her research focuses on teacher professional identity, with a specific interest in its relationship...
Despite written lesson observation feedback being valued by beginning teachers (Hobson, Ashby, Malderez, & Tomlinson, 2009) and perceived as a mechanism to link theory and practice (Puttick,...
Continue reading blog postHaving worked as an English teacher and as a primary teacher, I draw on substantial experience in schools to inform my teaching. I am also passionate about educational research and the ways in...