As changes in the curriculum appear on the horizon it is essential for teachers and school leaders to engage critically and constructively with the opportunities and tensions that emerge. Teachers...
As attention in England turns to the Early Career Framework, four expert authors consider the recent progress made in advancing professional learning in Scotland, Northern Ireland and Wales.
The UK government has become influential in the field of countering violent extremism (CVE), and Kundnani and Hayes (2018) document how its legislation and policy framework has been exported...
Coming from a background in community learning and development, my work in partnership with Banff Academy as part of my PhD research has been an interesting and rewarding experience. I find myself...
Claire Needler is an ethnology PhD student in the Elphinstone Institute, University of Aberdeen. Her current research area is contemporary use of the Scots language among young people in the north...
A new report from an expert panel convened by BERA sets out the case against the government’s proposal to use a baseline assessment test of pupils in reception to hold schools in England to...
Ruth Dann completed her PhD in issues related to assessment at Southampton University, Ruth taught in a school in Southampton. She moved to Keele University in 1993 where she led primary teacher...
Chris Hanley completed undergraduate studies at the University of Leeds in 1996 and an MA at the University of Manchester in 1998. He qualified with a PGCE (secondary English) from Manchester...
The ways in which local educational stakeholders interpret and understand curriculum reform is crucial to its effects on everyday school practice (see for exampleSpillane, Reiser & Reimer, 2002)....
Why does a powerful metaphor of learning in our contemporary society poorly convey empirical research, research transfer and applications? This appears to be true of the concept of ‘learning...