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Unthinkable, unfundable and unknowable: The ‘evidence void’ on making science accessible to pupils with learning disabilities

The question of how, in an age of performativity, we will be enabled to undertake any research other than that which promises to be productive in the short term is becoming increasingly pressing....

Re-imagining a curriculum for teacher knowledge

A BCF Event for schools, colleges and universities What do teachers do?  How we answer this question has implications for what they need to know and how, where and when they learn to be...

Faith-based education is (not) what we are talking about

Writings about faith and education tend to fall into particular longstanding debates about: the teaching of religious education in schools; the act (or not) of assembly; the use of religious texts...

Forget me not? LGBTIQ+ representation and rights in education

In the film 120 Beats Per Minute, which depicts the work of Act UP Paris during the AIDS epidemic in France in the 1990s, activists perform a nonviolent instance of direct action: they enter a...

Promoting spatial ability skills through educational robotics: Are they equally effective for girls and boys?

Promoting spatial ability skills through educational robotics: Are they equally effective for girls and boys? Over the past few decades there has been a lively debate about the quality of...

Knowledge entitlement or misguided policy? The new multiplication tables check for primary children

In 2020, the UK government will introduce a multiplication tables check for primary school children aged 8–9 in England. ‘Times tables’ are a contentious issue because they represent a lot...

BERA Bites, issue 3: Innovative methods for educational research

BERA Bites

The BERA Bites series presents selected articles from the BERA Blog on key topics in education, presented in an easily printable and digestible format to serve as teaching and learning resources...

Inequality of pedagogy in English schools: How significant is it?

Addressing educational inequality has been a longstanding focus for educational research as well as for English education policy, yet the attainment gap between rich and poor remains constant...

Call for abstract reviewers – BERA Conference 2019

Please note you will need to be logged in as a member to see the ‘register’ button Would you be willing to act as a reviewer for abstracts submitted to the BERA Annual Conference 2019? To be...

Academy of Social Sciences response to Plan S, and UKRI implementation

Different schools, same problem: What value teacher research and inquiry?

Robust school leadership is seen as the most effective route by which schools and outcomes for students can be achieved (Greany, 2015). But how does a headteacher of a school graded...

Read the editorial from issue #139: ‘Re-examining the curriculum’

As the convenors for the BERA special interest group on Curriculum, Assessment and Pedagogy, we have developed this themed issue to re-examine the curriculum from varied perspectives. Although the...