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For just over five years a unique project has examined the situation of further education (FE), mainly in England but also elsewhere in the UK, Australia and Ireland. The FE sector in England...
BERA Blog end of year highlights
A warm and wintery ‘welcome’ to all our readers, wherever you may be. This time last year I wished all of you a seasonal ‘yo-ho-ho’, blissfully unaware of how 2020 would play out. Today,...
Immersive virtual reality (IVR) refers to computer-generated real-time, three-dimensional and interactive environments. Their use is associated with diverse potentials, such as spatially and...
Third sector community organisations are important sites for learning, especially for the most excluded groups in society. However, little attention has been paid to the various factors shaping...
Many young people leaving school will at some point enter employment. It is, therefore, important to examine how employers engage with the future workforce within secondary schools. Businesses may...
We know that ‘how’ students learn is as important as ‘what’ students learn, and this includes university undergraduates. In our discipline of criminology, students often arrive at our...
As we move into the post-pandemic world, one word is becoming increasingly prevalent as a measure of people’s preparedness: resilience. Within a populist paradigm, the ability to ‘bounce...
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)...
Although seminal teacher career models (Day, Sammons, Stobart, Kington, & Gu, 2007; Fessler & Christensen, 1992; Huberman, 1993; Sikes, Measor, & Woods, 1985) have established predetermined...
Research Intelligence Issue 143 is on the theme of 'Widening participation in practice'.
Research Intelligence9 Jun 2020