BERA Conference 2024 and WERA Focal Meeting (2024)

What makes school a good place for LGBTQ+ young people?

Eleanor GraceBERA Conference 2024 and WERA Focal Meeting

The first phase of my PhD focused on what LGBTQ+ young people in the UK thought schools could do to make it a good place for LGBTQ+ students. I also sought the perspectives of secondary school...

Schooling in a ‘divided’ city: Exploring reparative justice in education

Fatima Mohamed Ali, Claire Neaves, Arathi Sriprakash, Claire Stewart-Hall and Alice WillattBERA Conference 2024 and WERA Focal Meeting

The Reparative Futures of Education (Repair-Ed) project explores the geographic production of injustices in primary school education in the city of Bristol, England. We consider how ‘geographic...

Judging teaching effectiveness during initial teacher education: Examining the duplexity of professional judgment and consistency

Sarah AndersonBERA Conference 2024 and WERA Focal Meeting

In today’s educational landscape where accountability reigns, assessing teaching effectiveness has become a focal point in initial teacher education (ITE). With increased scrutiny and...

How the centralisation of multi-academy trusts is silencing local voices in England

Helen Ryan-AtkinBERA Conference 2024 and WERA Focal Meeting

Multi-academy trusts (MATs) are charitable bodies responsible for overseeing and governing a group of schools or academies in England. Funding for MATs is delivered directly from the government...

Imagining alternative futures for a sustainable world

Margaretha HäggströmBERA Conference 2024 and WERA Focal Meeting

Imagine a world in which there is no war, poverty, inequality or global crises at all. The sun rises on landscapes untouched by the scars of conflict, every child sleeps soundly without the...

Transforming teacher education through transdisciplinary communities of practice for sustainability education

Rachel Bowden and Maria KondratjukBERA Conference 2024 and WERA Focal Meeting

Education is vital for the urgently needed transition to more fair and sustainable futures. However, in order to fulfil this potential, education itself must be transformed. Teachers are central...

Empowering educators: Non-formal teacher training in conflict-affected societies

Taro KomatsuBERA Conference 2024 and WERA Focal Meeting

In the aftermath of conflict, rebuilding societies often hinges on reshaping education to foster peace and reconciliation. Within this complex landscape, the role of educators becomes pivotal....

Reimagine essay-based assessment in higher education in the era of generative artificial intelligence

Huahui Zhao and Yen DangBERA Conference 2024 and WERA Focal Meeting

The advent of Large Language Models (LLMs) has ignited extensive discussion surrounding the impact of generative artificial intelligence (GenAI) on education and literacy practice (such as the...

Civic participation in the Chilean School system: Divergent tales of influence

Francisca Álvarez-Figueroa, Ambar Hernandez Negrete and Paula AscorraBERA Conference 2024 and WERA Focal Meeting

What is the purpose of our research? Promoting civic participation is key to developing engaged and active citizens. The school system in Chile has developed multiple opportunities for civic...

Taiwan’s policy shift: Transitioning from the pursuit of world-class universities to addressing local needs

Ren-Hao Xu and Yu-Ping HsuBERA Conference 2024 and WERA Focal Meeting

In this blog post, we want to share our different perspective on ‘space’ in higher education studies. One afternoon, while discussing a recent policy change in Taiwan and wrapping up our...

Exploring burnout among Latin American teachers during the Covid-19 pandemic

Paulina GuzmanBERA Conference 2024 and WERA Focal Meeting

The Covid-19 pandemic has reshaped many aspects of our lives, but few have felt its impact as acutely as educators. Overnight, teachers across Latin America were thrust into a new reality,...

Remaining hopeful: Countering the dominant narratives about teacher education

Kim Keamy, Mark Selkrig, Sharon McDonough, Robyn Brandenburg and Amanda BeltonBERA Conference 2024 and WERA Focal Meeting

Despite ‘teacher educators [being ] crucial players for maintaining – and improving – the high quality of the teaching workforce’ (European Commission, 2013, p. 4), the experiences of...

The extreme tipping point of disadvantage: Decolonial approaches to understand persistent gaps

Jeannie KerrBERA Conference 2024 and WERA Focal Meeting

Across North America and the United Kingdom, children attending schools in urban, low-income, ethnically enriched neighbourhoods continue to experience significantly lower academic achievement in...

Maximising mathematics achievement with less homework time: The role of self-regulated learning motivational components

Kexin Qin and Yehui WangBERA Conference 2024 and WERA Focal Meeting

The existing research and proposal questions Homework is a self-regulated learning (SRL) activity that constitutes a large proportion of learning time. In mathematics education, studies have...

Is respectful relationships education the answer to ending violence against women and girls?

Katrina Lawrence-HoneycombeBERA Conference 2024 and WERA Focal Meeting

In recent years, Australian and British governments have given renewed attention to developing policies that address gender inequality, particularly violence against women and girls (VAWG)....

Who really belongs in higher education? Insights from research with disabled staff and PhD students in the UK

Ben Whitburn and Jonathan VincentBERA Conference 2024 and WERA Focal Meeting

In this blog post we offer some insights from a recent study among disabled staff and PhD students in the UK to consider what it means to un/belong in the current higher education (HE)...

What makes school a good place for LGBTQ+ young people?

BERA Conference 2024 and WERA Focal Meeting

The first phase of my PhD focused on what LGBTQ+ young people in the UK thought schools could do to make it a good place for LGBTQ+ students. I also sought the perspectives of secondary school...

Continuereading blog post

Schooling in a ‘divided’ city: Exploring reparative justice in education

BERA Conference 2024 and WERA Focal Meeting

The Reparative Futures of Education (Repair-Ed) project explores the geographic production of injustices in primary school education in the city of Bristol, England. We consider how ‘geographic...

Continuereading blog post

Judging teaching effectiveness during initial teacher education: Examining the duplexity of professional judgment and consistency

BERA Conference 2024 and WERA Focal Meeting

In today’s educational landscape where accountability reigns, assessing teaching effectiveness has become a focal point in initial teacher education (ITE). With increased scrutiny and...

Continuereading blog post

How the centralisation of multi-academy trusts is silencing local voices in England

BERA Conference 2024 and WERA Focal Meeting

Multi-academy trusts (MATs) are charitable bodies responsible for overseeing and governing a group of schools or academies in England. Funding for MATs is delivered directly from the government...

Continuereading blog post

Imagining alternative futures for a sustainable world

BERA Conference 2024 and WERA Focal Meeting

Imagine a world in which there is no war, poverty, inequality or global crises at all. The sun rises on landscapes untouched by the scars of conflict, every child sleeps soundly without the...

Continuereading blog post

Empowering educators: Non-formal teacher training in conflict-affected societies

BERA Conference 2024 and WERA Focal Meeting

In the aftermath of conflict, rebuilding societies often hinges on reshaping education to foster peace and reconciliation. Within this complex landscape, the role of educators becomes pivotal....

Continuereading blog post

Transforming teacher education through transdisciplinary communities of practice for sustainability education

BERA Conference 2024 and WERA Focal Meeting

Education is vital for the urgently needed transition to more fair and sustainable futures. However, in order to fulfil this potential, education itself must be transformed. Teachers are central...

Continuereading blog post

Reimagine essay-based assessment in higher education in the era of generative artificial intelligence

BERA Conference 2024 and WERA Focal Meeting

The advent of Large Language Models (LLMs) has ignited extensive discussion surrounding the impact of generative artificial intelligence (GenAI) on education and literacy practice (such as the...

Continuereading blog post

Civic participation in the Chilean School system: Divergent tales of influence

BERA Conference 2024 and WERA Focal Meeting

What is the purpose of our research? Promoting civic participation is key to developing engaged and active citizens. The school system in Chile has developed multiple opportunities for civic...

Continuereading blog post

Taiwan’s policy shift: Transitioning from the pursuit of world-class universities to addressing local needs

BERA Conference 2024 and WERA Focal Meeting

In this blog post, we want to share our different perspective on ‘space’ in higher education studies. One afternoon, while discussing a recent policy change in Taiwan and wrapping up our...

Continuereading blog post

Exploring burnout among Latin American teachers during the Covid-19 pandemic

BERA Conference 2024 and WERA Focal Meeting

The Covid-19 pandemic has reshaped many aspects of our lives, but few have felt its impact as acutely as educators. Overnight, teachers across Latin America were thrust into a new reality,...

Continuereading blog post

Remaining hopeful: Countering the dominant narratives about teacher education

BERA Conference 2024 and WERA Focal Meeting

Despite ‘teacher educators [being ] crucial players for maintaining – and improving – the high quality of the teaching workforce’ (European Commission, 2013, p. 4), the experiences of...

Continuereading blog post

The extreme tipping point of disadvantage: Decolonial approaches to understand persistent gaps

BERA Conference 2024 and WERA Focal Meeting

Across North America and the United Kingdom, children attending schools in urban, low-income, ethnically enriched neighbourhoods continue to experience significantly lower academic achievement in...

Continuereading blog post

Maximising mathematics achievement with less homework time: The role of self-regulated learning motivational components

BERA Conference 2024 and WERA Focal Meeting

The existing research and proposal questions Homework is a self-regulated learning (SRL) activity that constitutes a large proportion of learning time. In mathematics education, studies have...

Continuereading blog post

Is respectful relationships education the answer to ending violence against women and girls?

BERA Conference 2024 and WERA Focal Meeting

In recent years, Australian and British governments have given renewed attention to developing policies that address gender inequality, particularly violence against women and girls (VAWG)....

Continuereading blog post

Who really belongs in higher education? Insights from research with disabled staff and PhD students in the UK

BERA Conference 2024 and WERA Focal Meeting

In this blog post we offer some insights from a recent study among disabled staff and PhD students in the UK to consider what it means to un/belong in the current higher education (HE)...

Continuereading blog post