Showing results 1–12 of 42
Exploring the application of Pierre Bourdieu’s capital(s) in survey research: Student participation in further education in England
Following engagement with Savage et al’s (2013) Great British Class Survey (GBCS), and subsequent criticisms of it – for instance, the selectivity of indicators of each capital (Bradley, 2014)...Continue reading
Although seminal teacher career models (Day, Sammons, Stobart, Kington, & Gu, 2007; Fessler & Christensen, 1992; Huberman, 1993; Sikes, Measor, & Woods, 1985) have established predetermined...Continue reading
Research Intelligence Issue 143 is on the theme of 'Widening participation in practice'.
In the public debate about the impacts of the Covid-19 lockdown on education, much attention has understandably been given to concerns about disadvantaged children falling behind at school, and to...Continue reading
Placing the subject at the heart of initial teacher education: How do mentors focus on subject specifics within lesson observation feedback?
Despite written lesson observation feedback being valued by beginning teachers (Hobson, Ashby, Malderez, & Tomlinson, 2009) and perceived as a mechanism to link theory and practice (Puttick,...Continue reading
The British government’s introduction of degree apprenticeships (DAs) in 2015 marked a turning point in the delivery of both higher and vocational education in England. When announcing the...Continue reading
Ensuring students achieve, thrive and survive their educational journeys: Using creative ways to support learning and resilience
The context for this work is complex – all students are faced with academic stressors, which can be further compounded by factors including separation from their support networks and...Continue reading
At the request of the Independent Researchers’ Forum (IRF), BERA recently hosted a vibrant event aimed at independent researchers. The topic, ‘Ethical Issues and gaining ethical approval’,...Continue reading
The latest issue of Research Intelligence showcases the strength and depth of recent research on post-compulsory and lifelong learning.
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...Continue reading