Showing results 205–216 of 519
To think like a detective gives teachers both a memorable metaphor for inquiry and a compelling methodology that leads to effective inclusive teaching. Like expert detectives, expert teachers...
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...
Blog Special Issues
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...
As chair of parallel session A for the BCF Spotlight on SEND event in March 2022, I was delighted to welcome our speakers and share questions from our delegates. The session began with a...
Lesson study (LS) is a much studied, structured approach that offers the time and space for teachers to focus constructively on children’s learning and plan lessons collaboratively with...
Life is determined by the normative. From the moment we are born, our weight, height and growth are tracked on charts that compare our trajectory of development with what is considered...
In response to written questions from Parliament’s Petition Committee on 9 March 2021, the then Minister of State for School Standards, Nick Gibb MP, made it clear that there was no plan to make...
Increasingly, UK policy recommendations include food education. For example, the Levelling Up white paper recommends children leave school knowing ‘how to cook six recipes’ (LUHC, 2022); the...
This series of reports presents the findings and recommendations of five research projects that have investigated aspects of race and ethnicity across the education sector. Supported by BERA's...
Publication series
Teachers can access a huge amount of information. The quantities are so vast they’re hard to comprehend. On a daily basis, more than 3.5 billion Google searches are conducted, more than 3.3...
Like all teacher educators in England, we are conscious that our practice is increasingly located in turbulent and changing political and managerial landscapes for teacher education (see Murtagh &...