Highlights from the first 1,000 BERA Blog posts

This series celebrates our one-thousandth BERA Blog post by republishing some of our favourites from among the posts that have proven most popular since the blog began in 2015. The collection both...

BERA Blog post #1,000

Highlights from the first 1,000 BERA Blog posts

It hardly seems possible, six years after its creation of the BERA Blog, that this is its one-thousandth post. The brainchild of BERA CEO Nick Johnson, in 2015 the BB set out to provide...

Considering teacher wellbeing and commitment to teaching in the event of a ‘firebreak’ lockdown this autumn

Covid-19, education and educational research

There are reports that an October lockdown might be used as a ‘firebreak’ if cases of the Covid-19 virus rise too high with the return of schools and universities (Mason & Davis, 2021). As...

BERA funds over £40,000 of research on race and ethnicity

We are delighted to announce new funding looking at aspects of race and ethnicity across the education sector. There are five recipients of the new round of small grant funding: Melissa Jogie...

A matter of inclusion: Schools continue to navigate government advice in support of students

Covid-19, education and educational research

As the school year in England begins once again against an evolving Covid-19 backdrop, we ask what this latest set of circumstances means for issues of inclusion, including which students will...

Childhood bereavement: A call for national policy that considers young people’s views

This blog reflects on a study recently published in Review of Education that investigated teachers' perspectives on supporting bereaved children in British primary schools (Abraham-Steele &...

How can books hit the sweet spot between the reader and the story character?

Why do some stories resonate with readers more than others? It is probably because they minimise the distance between the reader and the story character. The classic reader-response theory...

Neuromyths in schools

In recent years, much interest has been focused on the application of neuroscience in daily lessons and pedagogies (Canbulat & Kiriktas, 2017; Dekker et al., 2012). As a result, the new concept of...

Distance learning & initial teacher education: Making connections in a virtual world

Covid-19, education and educational research

The peaks and troughs of the Covid-19 pandemic continue to impact on almost every aspect of our daily lives, and initial teacher education (ITE) is by no means an exception. Reflecting on changes...

Beyond postures: How yoga philosophy can foster non-violence in our classrooms

In A Sanskrit Dictionary, Monier-Williams (1899, p. 854) defines yoga as ‘an application of the thoughts, abstract contemplation, meditation, (esp.) self-concentration, abstract meditation and...

Adapting one-to-one reading support for children during Covid-19 school closures

Education & Covid-19: BERA Small Grants Fund research

Innovations and challenges among reading recovery teachers in Bristol

The fear factor: Children’s post-lockdown maths anxiety

Covid-19, education and educational research

Maths anxiety (MA) plays a role in educational disparities and the gender pay gap, yet it is not often addressed at the chalkface. Covid-induced school disruption may have made learning for...