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Learning from Covid-19 research in Northern Ireland: Resetting expectations for school–home–community partnerships

The impact of Covid-19 on learning experiences has dominated educational discourse over the past two years. Education practitioners and policymakers now have at their disposal a rich evidence base...

‘Learning for All’

BERA is funding six new small grants in 2022/23 under the title “Learning for all”. These grants support projects which examine educational provision in its widest sense that seeks to provide...

Bringing educational isolation into focus: Identifying non-urban schools and targeting resources to improve educational outcomes

Imagine you’re a student in an isolated secondary school in a rural, coastal or former industrial area of England. You look and sound like all your classmates; there’s very little diversity....

Conceptualising disadvantaged schools and improving their quality across Europe

Professor Tanya Ovenden-Hope1, Dr Rowena Passy2, Dr Myrte Van Veldhuizen3, Mrs Eva Anderson-Park3, Professor Hermann J. Abs3, Miss Susanne J. Czaja4, Miss Franziska S....

Envisioning a gold standard: Understanding higher education institutions’ outlook for race equality policies, practices & future initiatives

Race & Education: BERA Small Grants Fund research reports

Supported by BERA's Small Grants Fund, this study considered race, racism and racial equality within UK higher education institutions (HEIs). Although there has been significant progress in...

The future of the university as a network

The idea and purpose of the contemporary university is key for policymakers, university leaders and researchers. For some, widening university access to the ‘masses’ has created a social...

Autumn 2022

Research Intelligence issue 152: SOS (Save Our Staff): Protecting & enhancing staff wellbeing in education

Towards inclusivity in the mainstream classroom

Children and young people’s right to access an inclusive education is incontestable. Our systems in education, however, can present barriers to achieving this. I am the head of inclusion for a...

When the object becomes the subject: Redefining the Teachers’ Standards as ‘learner standards’

In England, the Teachers' Standards are often used formatively to guide quality improvement towards a final summative, quality assurance process which takes place to ensure that the standards have...

Tensions in scaling up effective professional development: Balancing programme integrity and school adaptation

Decades of research have sought to unpack the challenges of balancing programme integrity and school adaptation when taking educational interventions to scale. Professor emeritus Larry Cuban from...

Spotlight on SEND: Curriculum design and practice

On 24 March 2022, the British Curriculum Forum (BCF) ran the Spotlight on SEND: Curriculum Design and Practice online event. The event focused attention on research-informed curriculum design and...

The National Framework for Inclusion: Supporting inclusive practices in Scotland

Supporting student teachers and teachers to enact inclusive approaches in Scottish schools is a significant part of the Scottish Universities Inclusion Group’s (SUIG) work. SUIG is a...