British Educational Research Journal (BERJ)

  Vol. 48, n°3, 6/2022

 

• The role of the teacher's culture in classroom management: A case study of primary schools in French Polynesia, Amélie Alletru, Isabelle Vinatier
• The impact of test language on PISA scores. New evidence from Wales, John Jerrim, Luis Alejandro Lopez-Agudo, Oscar David Marcenaro-Gutierrez
• What is the evidence on the impact of Pupil Premium funding on school intakes and attainment by age 16 in England? Stephen Gorard
• Racism and the future of antiracism in education: A critical analysis of the Sewell Report, Leon Tikly
• Professional noticing of coordinated mathematical thinking, Tye G. Campbell, Sheunghyun Yeo
• The problem with international students' ‘experiences’ and the promise of their practices: Reanimating research about international students in higher education, Andrew Deuchar
• Research‐informed teaching: The case of Musical Futures, Anna Mariguddi, Tim Cain
• The transnational in‐between identity of Chinese student returnees from the UK: Mobility, variations and pathways, Suyang Wang
• Producing British education by Chinese parents: Fulfilling parenting responsibilities in WeChat, Xin Luo
• Bundled or unbundled? A multi‐text corpus‐assisted discourse analysis of the relationship between teaching and research in UK universities, Adam Matthews, Ben Kotzee
• School playgroups: Which features of provision matter?, Susan Edwards, Karen McLean, Jacinta Bartlett, Andrea Nolan, Maria Evangelou, Michael Henderson, Helen Skouteris, Joanne Tarasuik

https://bera-journals.onlinelibrary.wiley.com/toc/14693518/2022/48/3