Schooling, innovation and community

Recently, I discovered some chapters that I had drafted in the early 1980s. These arose from a study of teachers at Bridgewater Hall, the first secondary school on Stantonbury Campus in Milton...

Spring 2022

Education for environmental sustainability Research Intelligence issue 150 This 150th issue of Research Intelligence reflects and builds upon the renewed focus on education for environmental...

Editorial: Educational leadership on the threshold of a post-pandemic world

Educational leadership on the threshold of a post-pandemic world

Schools, colleges and universities after Covid-19

The strategic leadership of online learning during Covid and beyond: Key themes from an emerging study

Educational leadership on the threshold of a post-pandemic world

Covid-19 has had an enormous impact on education. The changes to working practices, leaders’ vision for the future of education and the relationship between senior leaders, staff, parents and...

School leadership in a time of Covid: Learning to cope with the system changes

Educational leadership on the threshold of a post-pandemic world

It is indisputable that there are huge costs associated with Covid-19, and part of that has fallen to schools, school trusts (formerly known as multi-academy trusts) and local...

Educational leadership on the threshold of a post-pandemic world

Schools, colleges and universities after Covid-19

Obstacles to opportunities: Towards a model of school improvement through Appreciative Inquiry

Educational leadership on the threshold of a post-pandemic world

School improvement has always been high on school leaders’ agendas in England, but the pandemic has shone a light on new and emerging priorities. As well as the many problems that need to be...

Post-pandemic: Return or reset?

Educational leadership on the threshold of a post-pandemic world

Crisis management in schools has been examined and modelled in a variety of ways, and it is possible to identify four discrete stages through which school leaders progressed during the pandemic...

Forest School and its place within a Covid-recovery curriculum

With the easing of pandemic-related restrictions for UK schools, educators’ focus has turned to mitigating the impacts of Covid-19 on children’s learning and wellbeing (see Kumar Jha & Arora,...

Collaging childhoods’ relationships 

In October 2021, the BERA Children and Childhoods special interest group (SIG) organised the webinar Transforming Childhoods’ Relationships, sharing seven doctoral research studies to explore...

Knowledge about what? ‘The knowledge question’ in the Norwegian curriculum

A fundamental question in education is, ‘What is most worth teaching and learning?’ A variation of this question can be directed from student to teacher: ‘Why should we learn this?’...

Call for abstracts: Theorising educational engagement, transitions & outcomes for care-experienced people

Editors Zoe Baker (University of York), Katie Ellis (University of Sheffield) and Neil Harrison (University of Oxford) are seeking high-quality, international contributions for a forthcoming...