Content and language integrated learning and extensive processing instruction: A useful partnership for language teaching?

The teaching of modern foreign languages (MFL) in English secondary schools is generally accepted to be in crisis. Entries for GCSE, A-level and university degrees have steadily declined. Even...

Ofsted’s subject review of science: Could it put science into a subject silo?

It is one of the most heated debates in education forums around the world: is it better to teach lessons in discipline silos, or should schools create timetables that emphasise cross-cutting...

BERA Response to the Public Consultation on the ITT Market Review (ITTMRR)

BERA below is publishing our full statement in response to the public consultation on the ITT Market Review (ITTMRR) - the full statement here is also available as a download below. In addition we...

Adapting one-to-one reading support for children during Covid-19 school closures

Education & Covid-19: BERA Small Grants Fund research

Innovations and challenges among reading recovery teachers in Bristol

BERA Statement on the Initial Teacher Training Market Review Report

BERA is extremely concerned about the recommendations made in the Initial Teacher Training Market Review Report (MRR) commissioned by the Department for Education. We are particularly troubled...

Learning from lockdown: Experiences of autistic children and young people and their families

Covid-19, education and educational research

Research on the Covid-19 pandemic draws attention to its unequal impacts on differently positioned families, particularly highlighting the acute struggles of disadvantaged families (see for...

Teaching English when schools are closed: Experiences & lessons learned

Education & Covid-19: BERA Small Grants Fund research

Following their closure to most students in March 2020, schools in England addressed the pedagogical challenge of remote learning using approaches that varied according not only to school culture...

SENCOs, crisis planning in schools and the international problem of ‘off rolling’ or ‘grey exclusions’

Covid-19, education and educational research

In a newly published study (Done & Knowler, 2021a) we investigated the strategic leadership role of special educational needs coordinators (SENCOs) in planning for Covid-19 with particular...

Exploring the impact of the Covid-19 pandemic on the health & wellbeing of learners with autism

Education & Covid-19: BERA Small Grants Fund research

Documenting an explorative qualitative study involving 20 learners with autism aged 14–19 based in the West Midlands region of England, this report considers the impact of the Covid-19 pandemic...

Exclusion & the strategic leadership role of special educational needs co-ordinators in England

Education & Covid-19: BERA Small Grants Fund research

This report asks whether and how special educational needs co-ordinators (SENCOs) participated in Covid-19-induced school planning for lockdown, provision for vulnerable pupils and full school...

The experiences of autistic young people & their parents of lockdown & the reopening of schools

Education & Covid-19: BERA Small Grants Fund research

This report summarises findings of research into how families of autistic children and young people attending mainstream schools in England experienced and responded to home-schooling and...

How newly qualified teachers are coping in the time of Covid-19

Covid-19, education and educational research

Newly qualified teachers (NQTs) have arguably always had tough challenges to overcome; two in every five NQTs experience mental health problems (Education Support Network, 2018). Challenges cited...