British Educational Research Journal (BERJ)

  Vol. 50, n°1, 2/2024

 

• Educational research in the global north and south; reflections on the field and future directions, Kate Hoskins, Billy Wong, Alison Mckenzie, Yuwei Xu, Ming Cheng, Barbara Read

ORIGINAL ARTICLES

• Mainstream and special schools’ use of well-being programmes: A regional survey, Atiyya Nisar, Richard P. Hastings, Richard C. Watkins, Sharon Williams
• Re-examining the functioning of educational markets: Does the private-subsidised sector contribute to school diversification?, Alejandro Carrasco, Gabriel Gutiérrez
• Many truths, many knowledges, many forms of reason: Understanding middle-school student approaches to sources of information on the internet, Laura Scholes, Sarah McDonald, Garth Stahl, Barbara Comber
• Constructing and enacting language teacher identities: Distinctive pathways and divergent practices, Hanife Taşdemir, Gölge Seferoğlu
• The ups and downs in perceived societal appreciation of the teaching profession during COVID-19: A longitudinal trajectory analysis, Lisa E. Kim, Keziah Owusu, Kathryn Asbury
• Teachers’ responses to ethnic discrimination: An exploratory study in Flemish secondary schools, Marloes Hagenaars, Naïma Lafrarchi, Wendelien Vantieghem, Peter A. J. Stevens
• ‘It's missing the heart of what writing is about’: teachers' interpretations of writing assessment criteria, Rebecca Clarkson
• Rurality, socio-economic disadvantage and educational mobility: A Scottish case study, Daniel Borbely, Markus Gehrsitz, Stuart McIntyre, Gennaro Rossi, Graeme Roy
• I and Thou? Challenges to dialogical pedagogy in a diverse London secondary school, Emma Soye
• The impact of student conduct problems on teacher wellbeing following the onset of the Covid-19 pandemic: An Interpretative Phenomenological Analysis, Laura Oxley, Kathryn Asbury, Lisa E. Kim
• Relationship between homework time and academic and non-academic performance in China: A preliminary test of the nonlinear hypothesis, Yueyang Shao, Hongyun Liu, Pingping Zhao, Qimeng Liu, Jian Liu
• Variation in Black students’ conceptions of academic support, Mike Mimirinis, Annita Ventouris, Elina Wright
• Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature, George Koutsouris, Nicholas Bremner, Lauren Stentiford
• (Re)moving exclusions: School exclusion reduction in Glasgow and London, Luke Billingham, Fern Gillon
• Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educators, Stefania Manca, Juliana Elisa Raffaghelli, Albert Sangrà
• When constellations align: What early childhood pre-service teachers need from online learning to become confident and competent teachers of the arts, Melissa Cain, Katie Burke, Eva Nislev
• Does grammar school attendance increase the likelihood of attending a prestigious UK university?, Queralt Capsada-Munsech, Vikki Boliver
• Nationalising the international in China: A phenomenological study on the purpose of international schooling in an era of regulation, Adam Poole, Yunyun Qin
• Music always helps: Associations of music subject choices with academic achievement in secondary education, Maruša Levstek, Daniel Elliott, Robin Banerjee
• Failing children with Special Educational Needs and Disabilities in England: New evidence of poor outcomes and a postcode lottery at the Local Authority level at Key Stage 1, Francisco Azpitarte, Louise Holt
• How robust are socio-economic achievement gradients using PISA data? A case study from Germany, John Jerrim, Laura Zieger

https://bera-journals.onlinelibrary.wiley.com/toc/14693518/2024/50/1?campaign=woletoc