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BERA’s 50th Anniversary

In 2024, we marked the significant milestone of our 50th anniversary. This occasion gave us an opportunity to honour our history while looking ahead to the future. Together, BERA made exciting...

Jumping and pushing through the cruel optimism of racial justice work

BERA Conference 2023

Asking research participants ‘How did you come to be leading antiracism work across your school – were you pushed or did you jump?’ elicited varied responses, with most citing one event as a...

Positive psychology and language learning: A systematic scoping review

Our blog post reports on a systematic scoping review that addresses the influence of positive psychology on second and foreign language acquisition and learning. Emotions significantly impact...

How to optimise the use of Hattie and Timperley’s feedback levels for student learning

Hattie and Timperley (2007) distinguish four levels of feedback messages that address different aspects of students’ learning: task, process, self-regulation and self. This blog post outlines...

What are we educating for?

Although it has always been significant, the question of what we are educating for is now particularly important. There is growing consensus that the educational challenges we face require...

Reflective thinking through scrapbook journalling: From the constrained to the chaotic

Educators are well versed in reflective practice when it comes to pedagogy but less so when it comes to documenting research (Moon, 1999). Kelly proposes that the journal can be ‘an anchor,...

Designing more robust experiments to improve education research

Meta-analyses can play an important role in educational research. Aggregating results from different, but comparable studies, to demonstrate average effect sizes can be highly informative....

‘Doing time’: Issues for qualitative research when dealing with data related to time

Why is data related to time important for education research? Considering ‘time’ is a crucial issue for researchers of education because development and change are fundamental to understand...

Generating research income versus REF results: What is the relationship?

On 12 May 2022, the results of the United Kingdom’s Research Excellence Framework 2021 (REF2021) were released. Generally known as ‘the REF’, this framework exists to assess and hold...

Guest editing opportunity for Research Intelligence, issue 159

The future of academic publishing

Positionality and practitioner research: Schoolteachers’ experiences of professional doctorates in education

Introduction The growth, internationally, in professional doctorates over the past 25 years has been well documented, as are the forms, fields and disciplines that such doctorates embrace....

Maybe they should all be cats? Designing a persuasive game for teacher recruitment

The teaching workforce is looking increasingly unsettled, in a time when schools and students most need stability. The exigent nature of STEM teacher recruitment in England is hard to miss, with...