#BlackLivesMatter: Black female professionals’ experiences in the workplace

Education, #BlackLivesMatter and racial justice in the UK and beyond

The devastating death of George Floyd, the Covid-19 pandemic, the #BlackLivesMatter movement and #TheSchoolThatTriedToEndRacism have excavated and highlighted various inequalities within our...

Employer engagement with schools in Wales

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...

Higher education beyond the lecture: Learning through the Inside-Out prison exchange programme

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...

Problematising resilience during times of change

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...

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)...

Time to consider a ‘career in education’, rather than a ‘teacher career’?

Although seminal teacher career models (Day, Sammons, Stobart, Kington, & Gu, 2007; Fessler & Christensen, 1992; Huberman, 1993; Sikes, Measor, & Woods, 1985) have established predetermined...

Summer 2020

Research Intelligence Issue 143 is on the theme of 'Widening participation in practice'.

Making post-GCSE decisions during the Covid-19 crisis: The need for action

Covid-19, education and educational research

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...

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,...

What we can learn from degree apprenticeships and work-integrated learning

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...

Ensuring students achieve, thrive and survive their educational journeys: Using creative ways to support learning and resilience

Researching education and mental health: From ‘Where are we now?’ to ‘What next?’

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...

Enabling research in post-16 and beyond

Independent researchers: The challenges of accessing ethical approval

During my continuing professional development (CPD) evaluating digital learning in the further education (FE) environment a valuable piece of research emerged, which referenced Laurillard’s...