British Educational Research Journal (BERJ)
Vol. 50, n°3, 06/2024
- Implications of the genomic revolution for education research and policy, Tim T. Morris, Stephanie von Hinke, Lindsey Pike, Neil R. Ingram, George Davey Smith, Marcus R. Munafò, Neil M. Davies
- What are the success factors for schools in remote Indigenous communities?, Anthony Dillon, Philip Riley, Nicola Filardi, Alicia Franklin, Marcus Horwood, Jennifer McMullan, Rhonda G. Craven, Melissa Schellekens
- ‘The power to SAY what I want to and it gets written down’: Situating children's and adults' voices and silence in participatory research, Sabine Little, Hannah Raine, Ailin Choo, Ronia Joshi, Shanza J. Qarni, Ayden Sukri, Grace Horton, Sarah Pakravesh
- Impact of reciprocal peer observation on teacher collaboration perceptions, Mariona Corcelles-Seuba, Ingrid Sala-Bars, Mireia Soler, David Duran
- Education systems and academic stress—A comparative perspective, Björn Högberg
- Australian senior-secondary teachers’ perceptions of leadership and policy for differentiated instruction, Tom Porta, Nicole Todd, Lorraine Gaunt
- Learning from failure: A context-informed perspective on RCTs, Mike Coldwell, Nick Moore
- Fair funding for pupils with special educational needs and disability in England?, Alan J. Marsh, Peter Gray, Brahm Norwich
- The link between teacher buy-in and intentions to continue working in their current school, John Jerrim
- Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes, Lee Jerome, Ben Kisby, Steve McKay
- Teachers taking perceptions of student attributes into consideration when formulating track recommendations?, Anne van Leest, Lisette Hornstra, Jan van Tartwijk, Janneke van de Pol
- ‘… They're talking to you as if they're kind of dumbing it down’: A thematic analysis of Black students' perceived reasons for the university awarding gap, Blessing N. Marandure, Jess Hall, Saima Noreen
- Mapping school-level language policies across multilingual secondary schools in England: An ecology of English, modern languages and community languages policies, Karen Forbes, Nicola Morea
- Lyceum and university aspirations among migrants and non-migrants in Italy, Alessio Buonomo, Giustina Orientale Caputo, Giuseppe Gabrielli, Giuseppe Gargiulo
- Problematising teachers' accounts of privilege in elite high schools, Ilanit Pinto-Dror, Avihu Shoshana
- Teacher-composed cases of practice as and for dissemination, reflection and data, Bronwen Cowie, Suzanne Trask, Frances Edwards
- How hermeneutics can guide grading in integrated STEAM education: An evidence-informed perspective, Christopher DeLuca, Michelle Dubek, Nathan Rickey
- Mental wellbeing among higher education students in England during the pandemic: A longitudinal study of COVID-19 experiences, social connectedness and greenspace use, Anaïs Lemyre, Benjamin W. Chrisinger, Emma Palmer-Cooper, Jane P. Messina
- Mapping active civic learning in primary schools across England—A call to action, Alison Body, Emily Lau, Jack Cunliffe, Lindsey Cameron
- The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role, Elizabeth Curtis, Hoa Thi Mai Nguyen, Ellen Larsen, Tony Loughland
- Exploring teachers' views of cultural capital in English schools, Gareth Bates, Steve Connolly
- Factors affecting secondary teacher wellbeing in England: Self-perceptions, policy and politics, Laura McQuade
- Drivers of school choice: Primary school selection in a free choice context, Andrea Parma, Tommaso Agasisti, Costanzo Ranci
- Supporting teacher judgement and decision-making: Using focused analysis to help teachers see students, learning, and quality in assessment data, Claire Wyatt-Smith, Lenore Adie, Lois Harris
- Mental health trajectories in adolescents during Covid-19: ‘Are we all in this together’?, Dimitra Hartas
- Setting research priorities for applied cognitive sciences—What do teachers want from research?, Lisa-Maria Müller, Victoria Cook
- Virtual schools for care-experienced learners in Scotland: Reflections on an emerging concept in a new context, Leanne McIver, Michael Bettencourt
- ‘You work, I copy’. Images, narratives and metaphors around academic plagiarism through Fotovoz, Silvia Sierra-Martínez, María-Esther Martínez-Figueira, María Dolores Castro Pais, Teresa Pessoa
- Mental health, bullying and school connectedness: A comparative analysis of school transition at age 11 from within the Welsh education system, Caitlyn Donaldson, Kelly Morgan, Nicholas Page, Lianna Angel, Graham Moore
- ‘Where do you feel it most?’ Using body mapping to explore the lived experiences of racism with 10- and 11-year-olds, L. Gorell Barnes, T. Podpadec, Verity Jones, J. Vafadari, C. Pawson, S. Whitehouse, M. Richards
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