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

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

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...

Independent educational researchers: Untying knots of ethical issues and gaining ethical approval

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’,...

Winter 2019

The latest issue of Research Intelligence showcases the strength and depth of recent research on post-compulsory and lifelong learning.

Pedagogies for the ‘dis-engaged’: Who gets what from arts education?

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...

Supporting laboratory professionals in low- and middle-income countries to learn about antimicrobial resistance on the job

Professionals working in laboratory settings in low- and middle-income countries (LMICs) undertake a range of tasks in their day-to-day jobs. These tasks range from collecting patient specimens to...

The origins of further education in England and Wales

There is a lack of historical accounts of the further education (FE) sector in England and Wales, which is reflective of its broader historical-cultural positioning. FE sits between secondary...

The Future of Educational Research in Wales

This report, published by BERA in partnership with the Welsh Government, presents the proceedings of and lessons from the Future of Educational Research in Wales conference. Held in Cardiff on 14...