Research interrupted: Reflections on school-based interventions during Covid-19

Covid-19 posed challenges for school life and for school research. It made researchers rethink the purposes and methodologies of scientific projects (DeMatthews et al., 2020). This was also true...

Summer 2023

Research Intelligence issue 155: Practitioner research: Development, collaboration & dissemination

BERA Educational Research Book of the Year

This award celebrates the publication of educational research and is awarded to a scholarly book on education deemed to be high quality, engaging and innovative.

BERA Bites, issue 8: Toward a digital future of curriculum, pedagogy & assessment

BERA Bites

In the last three decades, digital technologies have become an integral part of our lives, societies and education systems worldwide. The Covid-19 pandemic and subsequent lockdowns since early...

Editorial: To read, or not to read? How diverse practices, perspectives and experiences shape our reading engagement

To read, or not to read?

What children say about books: 'I can drain all my emotions out on the book, so if I’ve had a hard day, I can just read’ ‘It’s quite nice to sort of feel like you’re sort of letting go...

Reading to Dogs – children’s perspectives

To read, or not to read?

Reading to Dogs (RTD), which involves children reading to a registered dog (accompanied by a handler), is becoming increasingly popular in schools. Benefits to wellbeing and reading engagement are...

Picturebooks and children’s understanding of disability: Incorporating the perspectives of primary school teachers

To read, or not to read?

When teaching literacy in primary schools, it is essential that the books purchased and used reflect the rich and diverse society we live in, which means ensuring sufficient representation. In...

Children’s perspectives and experiences of reading for pleasure practices in the UK

To read, or not to read?

Primary school curricula across the UK highlight the importance of reading for pleasure, for example: ‘The National Curriculum for England aims to ensure that all pupils: develop the habit of...

Technology to support reading engagement: Should schools include augmented reality (AR) books on their shelves?

To read, or not to read?

Augmented reality (AR) books offer new opportunities for interaction and engagement, augmenting a traditional paper book with digital features such as animations, sounds and graphics to provide a...

To read, or not to read?

How diverse practices, perspectives and experiences shape our reading engagement

Weaving a ‘green thread’ of climate change education: Primary and secondary school teachers’ current practice

In April 2022, the Department for Education (DfE) launched a sustainability and climate change strategy for the education and children’s services systems in England which includes a focus on the...

Unlocking the potential of multilingualism: The power of developing a multilingual identity

Multilingual skills are vital for effective communication and collaboration in today's interconnected world. For students to develop these skills, schools may need to focus on fostering a...