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Summer 2019

How inclusive of children are our educational research methods? Research Intelligence issue 139: Marking 30 years of the UN Convention on the Rights of the Child This special issue of Research...

Where is the ‘theory’ within the field of educational technology research?

We know that research in the field of educational technology has grown substantially in importance over the last decade or so – mainly due to the huge investment by many governments in...

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...

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...

BERA Blog highlights from 2018

BERA Blog end of year highlights

A seasonal welcome to all our BERA Blog readers in the UK and around the world in this, our third end-of-year-highlights special edition. And what a year this has turned out to be. (I really will...

Teaching as design: New research from technology-rich learning environments

  ‘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...

Researchers drawing on teachers’ tools: Picturebooks with migrant learners

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...

The neglect of practice

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...

The challenge of researching dialogic interactions in digital classroom contexts

Language is the most ubiquitous and flexible of the meaning-making tools. As such, it is a teacher’s main pedagogic tool (Littleton & Mercer, 2013). ‘Classroom dialogue’ can be thought of as...

Am I actually teaching historical thinking and reasoning?

Many teachers find it difficult to operationalise ideas from the literature and envisage ‘what it looks like in the classroom’. Teaching historical thinking and reasoning (HTR) is a good...

BERA Statement on Close-to-Practice Research

BERA offers this statement to serve as a shared reference-point for high quality research, conducted within diverse research traditions, that shares the central aim of making a contribution to...

A new tool to help teachers as digital learning designers

We began with a sense of mission: to support teachers in making effective use of learning technologies. Educational research has done little so far to help teachers into the digital age; policy...