Showing results 5557–5568 of 7001
‘We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for...
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This blog post springs from a symposium I convened at BERA Conference 2018 entitled ‘Using creative methods to explore complex topics with young participants’. The symposium reflected my...
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‘Aspirations’ are a wonderfully simple concept. The problem is that it’s becoming increasingly clear they are of little worth in terms of understanding pathways towards higher education, as...
Continue reading blog postThe rise of mobile learning in schools during the past decade has led to promises about its power to extend and enhance student cognitive development – for example, by providing greater...
Continue reading blog postThe BERA Early Career Researcher (ECR) Network aims to offer support to those who are in the process of completing their masters or doctorate in education, as well as those who have completed...
Many BERA members will be very familiar with terms such as evidence-informed practice, evidence-based practice and research-engaged teaching. The recent BERA close-to-practice research project is...
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The school environment can be particularly challenging for children with attention deficit/hyperactivity disorder (ADHD). Pupils diagnosed with ADHD are typically restless, act without thinking...
Continue reading blog postAll young children tend to misbehave from time to time, which makes it necessary for parents/guardians to step in with disciplinary measures. Although the need for child discipline is broadly...
Continue reading blog postIn 1973, at the beginning of the 1970s international oil crisis, and amid emergent Watergate revelations, Paul Simon sang ‘we come in the age’s most uncertain hour...’. At around the same...
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Online registration has now closed. If you want to attend this event, please email events@bera.ac.uk for details of how to register onsite. We have a limited number of spaces available for...
A renewed call to ‘decolonise’ the curriculum has marked a shift in thinking about education and what should form the canon of curriculum content (le Grange, 2016). It has been amplified...
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‘The primary place in which to work at ecology is necessarily in the field’ Tansley (1952/1987) Most contemporary ecologists could not envisage a world without fieldwork....
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