A critical authenticity: Facilitating teacher self-articulation through poetic inquiry

Have you ever wondered what is in a teacher’s bag? The following is a ‘found’1 poem compiled from the chat transcript of one of the four online poetry workshops which formed a part of the...

Funding Announced: BERA Small Grants Fund 2023/2024: Education in a digital age: Perspectives from policy and practice

Through our Small Grants Fund, BERA awards funding annually to research on a different, pressing theme each year, with the intention that each project will: make important contributions to the...

British international schools: Are teachers and school leaders qualified?

Parents who choose to send their child to a British School Overseas (BSO) do so for quality assurance of a British education, one which promises the highest of standards but also comes at a cost...

Learning for all: BERA Small Grants Fund research reports

This series of reports presents the findings and recommendations of six research projects funded by BERA’s 2022/23 Small Grants Fund (SGF) on the theme ‘learning for all’. The projects...

Grief matters

Learning for all: BERA Small Grants Fund research reports

Exploring the impact of bereavement & grief on learning for all

‘Being well’ and ‘doing well’: Exploring the relationship between student and teacher wellbeing

There is a tendency to see teacher wellbeing and student wellbeing as competing concerns in school leadership and culture. What teacher wellbeing and student wellbeing have in common is the...

Developing key stage three assessment and feedback policy and practice: Recommendations for English secondary schools and teachers

Introduction Research on the importance of ‘feedback literacy’ (helping learners to understand and use their teachers’ feedback to improve their learning) and ‘student agency’ (where...

Mics and cameras off again! Student teachers’ experiences of navigating the challenges of teaching in digital classrooms

As a result of the Covid-19 lockdown restrictions in 2020–21, most education providers in England relied on various online platforms and digital technologies to maintain their provision (Ofqual,...

Educators’ approach to ‘silence’ and ‘listening differently’

Introduction Educators, at times, encounter situations when they ask students questions after teaching, only to be met with silence, or when they assign group exercises or activities and students...

Reconstructing student teachers’ classroom management learning processes

It is widely known that early career teachers experience problems caused by the gap between the focus on theory in teacher education and the practical orientation at internship schools and in...

Satisfied teachers are good teachers: The association between teacher job satisfaction and pedagogic quality

Do satisfied teachers teach more effectively than their less satisfied colleagues? Although previous research has investigated the factors which lead to teachers being more satisfied with their...

Summer 2023

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