The BERA Blog: Highlights of 2020

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,...

Evaluation of an immersive virtual learning environment for operator training in mechanical and plant engineering using video analysis

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...

Reflections on building rapport with university students in an online context

Uncharted terrain: Teaching and learning in higher education for times of uncertainty

As with other educators, the rapid shift to online delivery during lockdown has led to self-reflection on my teaching skills, how they transfer online, and my ability to use online tools...

Understanding adult education in community contexts: The case of the homelessness sector

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...

#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...