Showing results 145–156 of 243
Character education has risen up the political agenda in the UK in recent years, as it has in a number of other countries. The United States, Canada, Australia, Singapore, Japan and Taiwan have...
BERA Blog end of year highlights
A seasonal ‘yo-ho-ho’ to all our BERA Blog readers here in the UK and around the world in this, our fourth end-of-year-highlights special edition. The BB continues to grow, with more special...
When we gather survey data about human perceptions and attitudes, do we elicit answers to what we really ask? How far can self-administered questionnaires (Schwarz, 1999), with no interviewer...
I have recently returned from Tampere University in Finland as part of an Erasmus project called Academic Adventures, and in this blog post I want to share some reflections from that week about...
Research concerning the intersections between early childhood education and subjectivities has been ubiquitous (see for example, Olmedo & Wilkins, 2016; Ritchie, 2008); yet despite prominent...
As it is for many of my colleagues BERA’s Annual Conference is one of the highlights of my academic year. It’s the one conference that I try not to miss – not only to see my annual...
Over 420 million children live in conflict-affected areas (Save the Children, 2019). Conflict greatly disrupts education, with long-lasting negative effects even after peace agreements are signed...
Mention ‘Chinglish’ to Chinese students and they’ll probably giggle nervously. The term was coined to describe the attempts of Chinese people to use English, with the implication being that...
Among the few shared understandings of the concept of wellbeing are that it is complex, multidimensional and eludes easy definition and measurement. As research and policy attention have gathered...
Using models to understand how and why a natural phenomenon emerges is a fundamental practice in the sciences. Analysing the underlying components and interactions that generate a phenomenon is...