Showing results 37–48 of 329
We all learned at school Churchill’s comment that ‘democracy is the worst form of government except for all those other forms that have been tried from time to time’ (quoted in Langworth,...Continue reading
Teachers in the UK need better professional development, especially in music education where the limited opportunities for training offered by teacher training providers have raised concerns (see...Continue reading
Who is attributed a ‘good level of development’ – and what might this tell us about how ‘good’ the EYFSP is?Continue reading
Before the Covid-19 pandemic, over 4.2 million children in Britain were living in relative poverty. Since then, this figure has increased by 200,000 (McNeil et al., 2020). Rising levels of food...Continue reading
The lack of black and minority ethnic (BAME) teachers and headteachers in English schools is a growing concern facing policymakers in England. In a recent conference of school leaders, Nadhim...Continue reading
This post explores the need for professional learning development to reduce teacher maths anxiety, and follows up on a recent blog post about reducing pupil maths anxiety. Worldwide demand for...Continue reading
This autumn we have launched a new series of the BERA podcast. Over the next few weeks we will continue to feature emerging research which connects to policy and practice. Already we have...
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...
Considering teacher wellbeing and commitment to teaching in the event of a ‘firebreak’ lockdown this autumn
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...Continue reading