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Co-teaching provides a collaborative pedagogy in initial teacher education, whereby co-teachers share expertise to: improve the learning environment for students, and develop each other’s practice. Sharing of expertise via close collaboration is at the heart of 21st century (21C) pedagogy (Kurstedt & Pizzi, 2018), which requires a shift from traditional didactic teaching to one that […]
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How does industry’s participation in the creation of education policy impact upon what happens in the classroom? My recent ethnographic case study (Larke, 2019), of how England’s national curriculum computing standards are being taught in four state primary school classrooms, demonstrates the importance of keeping the needs, beliefs and values of teachers and students at […]
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Literary criticism of children’s literature focusses on the power relations between the adult writer and the child reader. At one end of the spectrum, this relationship is described as ‘domination’ (Knowles & Malmkjaer, 1996); at the other, adult conceptions of normality (‘aetonormativity’) are seen to ‘pattern’ texts (Nikolajeva, 2010). What is not taken into account, […]
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The BERA and RSA Report (2014) confirmed the educational value of making schools research-rich environments, and work continues to be done on convincing schools that this really is the case, and is possible (see for example Konstantinou, 2018; Poultney, 2019). I’d like to contribute two examples of how schools found a way to make it […]
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Mixed or inconclusive results regarding the effect of computer simulations in enhancing students’ learning have been reported in the literature (see for example Edsall & Wentz, 2007). Furthermore, few studies have specifically examined how the actual effect of technology use on learning varies between genders (see for example Koh et al., 2010). In a newly […]
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New forms of national curriculum emerging worldwide have shifted the focus from input regulation – detailed specification of content to be taught – to output regulation – evaluation of the outputs of education, gauged via analysis of attainment data and by school inspections (Nieveen & Kuiper, 2012). This ‘new curriculum’ (Priestley & Biesta, 2013) continues […]
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England’s Department for Education recently launched the Early Career Framework (ECF) for the first two years of a teacher’s career (DfE 2019). This initiative, welcome though it is, emphasises the challenges facing the beginning teacher and the necessity that induction into the profession extends beyond initial teacher education (ITE) programmes. The complexity of this journey […]
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The concept of student engagement has attracted increasing attention over recent years due to its potential predictiveness of students’ learning outcomes, and to the fact that student disengagement is considered as one of the main problems in the OECD learning systems (Hamari et al., 2016). While students are little motivated by traditional classes, they are […]
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BERA’s 2019–2020 research commission on the early years – entitled Competing Discourses of Early Childhood Education and Care (ECEC): Tensions, Impacts and Democratic Alternatives across the UK’s four jurisdictions – is focussing the first of its four seminars on school readiness. The research commission and seminar build upon the BERA-TACTYC Early Childhood Research Review 2003–2017, […]
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There is a lack of historical accounts of the further education (FE) sector in England and Wales, which is reflective of its broader historical-cultural positioning. FE sits between secondary schooling and higher education, delivering vocational, mixed and academic provision to school-leavers and adult learners. Through depicting the ‘story’ of the sector, this blog aims to […]
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