British Educational Research Journal (BERJ)

 Vol. 45, n°1, 2/2019

 

• Why educational research should not just solve problems, but should cause them as well, Gert Biesta Ourania Filippakou Emma Wainwright David Aldridge
• Theorising teacher performance dispositions in an age of audit, Andrew Skourdoumbis
• Learning while playing: Children's Forest School experiences in the UK, Janine K. Coates Helena Pimlott‐Wilson
• A new composite measure of ethnic diversity: Investigating the controversy over minority ethnic recruitment at Oxford and Cambridge universities, Anthony Kelly
• ‘I think we are still very directive’: Teachers’ discourses on democratic student participation, Ángela Saiz‐Linares Carlos Rodríguez‐Hoyos Teresa Susinos‐Rada
• Awareness within local authorities in England of autism spectrum diagnoses of looked‐after children, Sarah Parsons Alice McCullen Tracey Emery Hanna Kovshoff
• Literacy practices of primary education children in Andalusia (Spain): A family‐based perspective, Celia Moreno‐Morilla Fernando Guzmán‐Simón Eduardo García‐Jiménez
• Teachers’ agency: Do their values make a difference?, Linor L. Hadar Maya Benish‐Weisman
• Pages: 137-160 First Published: 19 October 2018
• ‘That's how it works here’: The place of religion in publicly managed second‐level schools in Ireland, O. McCormack J. O'Flaherty B. O'Reilly J. Liston
• The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study, John Jerrim Gemma Moss
• Model of researching educational practice: A pedagogic–stereoscopic point of view, Herner Saeverot Vegard Kvam

https://onlinelibrary.wiley.com/toc/14693518/2019/45/1