The language that affirms gendered violence in schools

Those who study and work within education know that it is not just the explicit, intentional content that is taught in schools and that results in learning. Moment-to-moment transfers of meaning...

What do teachers need to know to be able to teach? How and when do teachers learn?

Reimagining a curriculum for teacher knowledge

By considering responses to these questions we can offer starting points for the construction of a curriculum for teacher knowledge.

Phonological processing and mathematical achievements: A new look at the gender gap in mathematics

Phonological processing refers to an individual’s sensitivity to the sounds of a language, and the capacity to use these sounds to decode linguistic information. It is noted that phonological...

Encouraging educational research into nature, outdoor learning and play

BERA has a new Nature, Outdoor Learning and Play (NOLAP) special interest group (SIG)! It has the strategic aim of encouraging educational research into nature, outdoor learning and play across...

Curriculum coherence facilitates school development

The ways in which local educational stakeholders interpret and understand curriculum reform is crucial to its effects on everyday school practice (see for exampleSpillane, Reiser & Reimer, 2002)....

Education for Justice

Societies in many parts of the world are still dealing with the colonial legacy of educational systems that served a privileged few. Efforts are constantly made to redress the resulting historic...

Technology-mediated learning theory: A holistic and field-specific referent for the analysis of technology-enhanced learning

The recent 50th anniversary special section of the British Journal of Educational Technology (BJET) on ‘Developing Critical and Theoretical Approaches to Educational Technology Research and...

Exploring synchronous, remote collaborative interaction between learners using multi-touch tables in UK primary schools

Background Research strongly suggests that collaborative group learning activities build deeper and more transferrable knowledge (O’Donnell & Hmelo-Silver, 2013). Developing collaborative...

Developing readers, developing selves

The process of reading actually changes the neural connections in our brains, enabling new thought processes to form and develop our thinking (Wolf, 2008). Indeed, the experience and act of...

Shifting power in children’s literature: Story Makers Press

Literary criticism of children’s literature focusses on the power relations between the adult writer and the child reader. At one end of the spectrum, this relationship is described as...

Creativity, criticality and reflexivity: A gentle approach to action research

The BERA and RSA Report (2014) confirmed the educational value of making schools research-rich environments, and work continues to be done on convincing schools that this really is the case, and...

Curriculum is – or should be – at the heart of educational practice

New forms of national curriculum emerging worldwide have shifted the focus from input regulation – detailed specification of content to be taught – to output regulation – evaluation of the...