Twins and the relationship between homework and the academic progress of children: A Spanish case study

A wide range of literature has found that homework is positive for students’ academic achievement (see for example Murillo & Martínez-Garrido, 2013; Fernández-Alonso, Álvarez-Díaz,...

Culturally appropriate pedagogy in comparative contexts

Culture varies across different contexts, and so does pedagogy. The nexus of culture and pedagogy was one of the themes extensively discussed at the recent Comparative and International Education...

What are the drivers to inspire more girls to study computer science?

As our 21st century society evolves, computer science (CS) proves fundamental (Cotteleer & Sniderman, 2018) to our global communities’ economic growth, national security, sustainability and...

Experience, represent, apply (ERA): A heuristic for digital engagement in the early years

Presenting a powerful new mechanism for encouraging play-based learning that reflects a more up-to-date and holistic view of technology use in the early years.

Pedagogies for the ‘dis-engaged’: Who gets what from arts education?

Not all young people get to access arts programmes. For those who do, the benefits have been widely recognised (de Roeper & Savelsberg, 2009; Catterall, 2012). However not all young people...

Critical thinking: An ambiguous concept in educational policy contexts

What is the role of transnational and national education policies in the realisation of critical thinking?

Artificial intelligence and multimodal data in the service of human decision-making

The question, ‘What is an appropriate role for Artificial Intelligence(AI)?’, is the subject of much discussion and interest. There is little doubt about the great potential and the disruptive...

The language that affirms gendered violence in schools

Those who study and work within education know that it is not just the explicit, intentional content that is taught in schools and that results in learning. Moment-to-moment transfers of meaning...

Curriculum development: The practitioner’s view

Reimagining a curriculum for teacher knowledge

Attending the BERA/BCF Re-Imagining A Curriculum for Teacher Knowledge event enabled me to develop a deeper and broader understanding of recent thinking about the curriculum in England. ...

Towards an understanding of curricular justice: A provocation

Reimagining a curriculum for teacher knowledge

There are a number of premises that underpin this think piece about ‘reimagining a curriculum for social justice’. They include the assumptions that we need an education system with broad...

A curriculum of relationships

Reimagining a curriculum for teacher knowledge

A relational perspective on knowledge and education values dialogue among a multiplicity of cultural perspectives and felt experiences.

Connecting and the Curriculum: Reflections from Northern Ireland on joining the dots

Reimagining a curriculum for teacher knowledge

As a teacher educator in Northern Ireland I was privileged to reflect about connecting learning, connecting times and cultures and, not least, connecting people, at the recent ‘Re-imagining a...