Showing results 37–48 of 78
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
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...
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,...
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...
The latest issue of Research Intelligence showcases the strength and depth of recent research on post-compulsory and lifelong learning.
Research Intelligence2 Dec 2019
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...