BERA UK Podcast: Recent Episodes
BERA UK
The British Educational Research Association (BERA) is the leading authority on educational research in the UK, supporting and representing the community of scholars, practitioners and everyone engaged in and with educational research both nationally and internationally.BERA is a membership association and learned society committed to advancing research quality, building research capacity and fostering research engagement. We aim to inform the development of policy and practice by promoting the best quality evidence produced by educational research.This podcast consists of research informed content on key educational issues. This podcast gives our members a voice to promote their research and features educational leaders and experts speaking about hot topic issues in Education. Our aim is to produce and promote episodes that attract policymakers, parents, teachers, educational leaders, members of school communities, politicians, and anyone who is interested in education today.
This podcast is the sixth and final instalment in the series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by researchers in education. In this episode, Dr Bukola Oyinloye, co-convenor of the RME SIG, is in conversation with Dr Kathryn Spicksley. They discuss corpus assisted discourse analysis, an approach which uses computer programmes to explore patterns of grammar and vocabulary in selected text or corpora. They discuss its main element, discourse analysis, including its more critical type, and compare with other ways of interrogating text such as thematic analysis. Dr Spicksley recommends Hansun Zhang Waring’s book ‘Discourse Analysis: The Questions Discourse Analysts Ask and How They Answer Them’ as a helpful introduction to discourse analysis, as well as Norman Fairclough (Discourse and social change) and James Paul Gee (An introduction to discourse analysis) for useful frameworks on discourse analysis. In her article, ‘The very best generation of teachers ever’: teachers in post-2010 ministerial speeches, Dr Spicksley applies corpus assisted discourse analysis to government speeches in the UK.
This podcast is the fifth in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by researchers in education. In this episode, Dr Bukola Oyinloye, co-convenor of the RME SIG is in conversation with Dr Rebecca Jesson and Dr Mei Kuin Lai. They discuss the learning schools approach, an approach where researchers and practitioners work in partnership to co-design rigorous research and development to sustainably solve urgent and shared problems of practice.
They discuss the main tenets of the approach, their work with schools and communities in the Pacific Islands, how the approach counters the global learning crisis, and some challenges of the approach. You may read more about the learning schools approach in their book, Research-practice Partnerships for School Improvement: The Learning Schools Model. You may also read more about their work with indigenous communities in the Pacific Islands here.
This podcast is the first in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by researchers in education. In this episode, Dr Bukola Oyinloye, co-convenor of the RME SIG is in conversation with Dr Martin Johnson, Senior researcher at Cambridge University Press & Assessment. They speak about his use of the solicited diary method within the context of a multi-method study on teacher wellbeing during COVID-19. They discuss what solicited diaries are, their linkages with teacher wellbeing, how they were used in the study, as well as some of their challenges. To read more about the study, please click here.
This podcast is the fourth in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by researchers in education. In this episode, Dr Bukola Oyinloye, co-convenor of the RME SIG is in conversation with Louise Haxwell and Dr Julie Ovington. They discuss posthumanist methodologies, a way of transcending anthropocentric ways of doing research to consider how humans exist in relation to and in connection with non-humans, materialities, and human feelings, emotions, etc. They reflect on the possibilities of using these methodologies, including how it is an approach which does not leave the researcher unchanged, and the challenges they’ve encountered. They also offer some suggestions for those who seek to explore the approach in their work. Julie and Louise are part of the Bag Ladies collective, and have collectively written on posthumanist methodologies, including a chapter in the Routledge Encyclopedia of Research Methods. The Bag Ladies share their thoughts-feelings-doings on their website here.
Julie and Louise would also like to give special thanks to Katie Strom, Nikki Fairchild and Carol Taylor, amongst many others, for continuously informing their thinking.
This podcast is the third in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by researchers in education. In this episode, Dr Bukola Oyinloye, co-convenor of the RME SIG is in conversation with Claire Hedges and Tom Power, Co-Investigator and Principal Investigator respectively, of the Mobile Learning for Empowerment of Marginalised Mathematics Educators research project in Bangladesh, also known as 3M Power. 3M Power project is a large-scale EdTech Hub-funded research project on technology enhanced teacher education for marginalised mathematics educators. They discuss an innovative approach to the evaluation of the project, Participatory Ethnographic Evaluation Research or PEER. They highlight the approach’s similarities with and difference from ethnography, what makes it participatory, and the opportunities and challenges the approach offers.
This podcast is the second in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by researchers in education. In this episode, Dr Bukola Oyinloye, co-convenor of the RME SIG is in conversation with Dr Elke Van dermijnsbrugge, Lecturer-Researcher in International Teacher Education at NHL Stenden University of Applied Sciences, the Netherlands. They speak about punk ethnography, including what it is not, its philosophical assumptions and anarchist principles, the methods that can be employed, and how it can be analysed. They also discuss its challenges and Dr Elke provides some suggestions for those who might be interested in adopting the approach. Dr Elke writes and curates the Punk Ethnography website. You may also read more about her work on punk ethnography in the book 'Punk Pedagogies in Practice: Disruptions and Connections'.
In this episode John Parkin, Mabel Encinas and Saima Salehjee chat to Heidi Safia Mirza, IOE, UCL’s Faculty of Education & Society.
Heidi Mirza achieved prominence with the publication of "Young, female and black" (1992) and later became one of the UK’s first Black female professors. In this BERA podcast, Heidi explains intersectionality and what inspired her to research race,
gender and identity.
This episode of the BERA Podcast explores the role of contemporary music style and practice in promoting inclusivity in music education. Adam Hart is joined by Pete Dale and Pam Burnard, convenors of the AHRC Contemporary Urban Music for Inclusion Network (CUMIN), and Haleemah X, PhD student exploring identity as a Muslim female rap artist. The discussion includes how contemporary music practices can lead to a more inclusive creative education, how the curriculum might accommodate this, and the influence of contemporary music on practice-based research in higher education.
On this week's episode Nick Johnston the Chief Executive introduces some of the best moments from season 4 of the podcast. This episode contains clips of all the interviewees throughout the season.
Dr Miro Griffiths is a Leverhulme Research Fellow in Disability Studies, in the School of Sociology and Social Policy, at the University of Leeds. His research primarily explores disabled people’s resistance practices in challenging marginalisation and oppression, and the intersections between activism and policy-making. He is a respected adviser on disability policy to the UK Government, UK Equality and Human Rights Commission, Liverpool City Region Metro Mayor, European Commission, and various Civil Society Organisations across Europe.
In today's episode Miro discusses Disability Activism with Nick Johnson the Chief Executive of BERA. The discussion focuses on how to get young people involved in disability activism and Miro's experience as a person with a disability.
Maarten Koeners studies and teaches integrative physiology at the University of Exeter. He integrates insights in the physiology of play and playful learning with his academic practice. Recently he established The Playful University Club, an exciting initiative funded by the Educational Incubator, to form global connections on the creation of holistic pedagogic practices for both students and educators. He aims to enable individual and institutional play and playfulness to foster a culture that supports joyous, authentic transition to the co-creation of knowledge and skills, while counteracting a number of barriers to creativity and wellbeing.
In todays episode Maarten speaks to Nick Johnson the Chief Executive of BERA about how to engage learners using 'playful' techniques, while giving examples and the theory behind them.
Dr Achala Gupta is a lecturer at Southampton Education School, University of Southampton. Her research focuses on investigating educational issues sociologically. Achala’s current interests include education delivery systems (formal and ‘shadow’) and schooling practices in Asia, and students’ aspirations and transition into higher education in Europe. She has published research on the heterogeneity of middle-class advantage, teacher entrepreneurialism, social legitimacy and the organisational arrangements of private tutoring in India. Her work has also focused on how students are made sense of by policymakers, staff, the media and students themselves in higher education settings in Denmark, England, Ireland, Germany, Poland and Spain.
On this episode she is interviewed by Nick Johnson, BERA's Chief Executive on the 'Shadow Education' phenomenon discussing her research using different cultural and class perspectives.
In this episode multiple and multidimensional transitions in education are reflected on through a post-lockdown lens. Jonathan Glazzard interviews Beth Hannah about developing a framework for compassionate transition while Michelle Jayman discusses with Claire Fox the unique challenges for children transitioning to secondary school during a global pandemic and some of the lessons learned to inform a more emotion-focused approach. Emma Harvey and Ben Broadhurst share first-hand accounts of HE student experiences of the sudden shift to online learning and Anthea Rose concludes with a powerful take home message for all learning communities as they transition beyond lockdown.
Daniel Vanello is Leverhulme Early Career Research Fellow in the Philosophy Department at the University of Warwick where he is pursuing the project “Shaping Our Moral Identity” (2020-2023). Vanello was awarded his PhD at the University of Warwick (2017) where he researched the role of the emotions in our learning moral value. He was previously Postdoctoral Research Fellow at the University of Geneva (2017-2018) and Government of Ireland Postdoctoral Research Fellow at University College Dublin (2018-2020). His research interests lie in the intersection between ethics and the philosophy of mind and psychology. In particular, he is interested in the question of what moral understanding is and how do we acquire it with a special focus on the role of the emotions, social interaction and communication.
Catriona Card is an experienced early years teacher and Religious Education subject leader who currently teaches a Reception class at a large primary school in Scunthorpe. She is a member of the executive of the National Association of Teachers of Religious Education (NATRE) and has presented locally and nationally on early years RE.
Catriona is currently undertaking research in the field of RE in the early years and also has a keen interest in young children’s emotional development.
In this episode Daniel and Catriona are interviewed by Nick Johnson the Chief Executive of BERA on their research into Moral Understanding and its impacts on both teaching and learning.
Gihan Ismail is an Associate Lecturer in Sociology at Oxford Brookes University and a teaching assistant in Education at the University of Bath. She is also a Ph.D. candidate at the Department of Education and her study explores the experiences of international doctoral students in UK universities, using a framework that draws on the theories of Critical Pedagogy and Critical Race and Capabilities Approach. She focuses on the complex relationship between knowledge, power and ethics.
Anna Robinson-Pant is a Lecturer at the Centre for Applied Research in Education at the University of East Anglia. As a development planner, teacher trainer and researcher with various international aid agencies, she has spent much of her working life in South Asia. Her publications include Why Eat Green Cucumber at the Time of Dying? (2001), an ethnographic study of women's literacy programmes in Nepal which won the UNESCO International Award for Literacy Research.
Pat Thomson PSM PhD FAcSS FRSA is Convenor of the Centre for Research in Arts, Creativity and Literacy (CRACL) at the University of Nottingham. Pat is known for her interdisciplinary engagement with questions of creative and socially just learning and change. She is an Adjunct Professor at the Free State University, South Africa; Visiting Professor at the University of Iceland; a Visiting Professor at Deakin University, Victoria and The University of South Australia, Australia and a visiting Associate in the School of Education, University of Western Ontario.
Pat chairs the research group of the APPG for Art Craft and Design. They will publish a major report Art Now later in 2022.
Today’s episode is an edited version of a 50 minute online conversation hosted by Gihan on inclusive academic writing . The guests give advice about submitting to journals, and speak of the pitfalls as women and for people outside the anglosphere.
Dr Lorna Arnott is a Senior Lecturer and Director of Early Years in the School of Education, University of Strathclyde. Lorna's main area of interest is in children's early play experiences, particularly in relation to technologies, social and creative play. She also has a keen interest in research methodologies, with a specialist focus on consulting with children and methods derived from pedagogy. Lorna is the convener for the Digital Childhoods, STEM and Multimodality Special Interest Group as part of the European Early Childhood Educational Research Association. She is the Deputy Editor for the International Journal of Early Years Education and Assistant Editor for the Journal of Early Childhood Research.
Today on the podcast she speaks to Nick about some of the key challenges and achievements of her recent work. There is a focus on discussing children's voice in research
Dr Lynda Dunlop is a Senior Lecturer in Science Education and a member of the University of York Science Education Group (UYSEG). Her research focuses primarily on the philosophical and political aspects of science education, and on youth perspectives and experiences of environmental interventions. This research has been funded by, amongst others, the Education Endowment Foundation, the Gatsby Foundation, and the Wellcome Trust.
Dr Elizabeth Rushton lectures in Geographic Education at Kings College London. Her research interests are focused on geography and science education, specifically the professional development of teachers, student participation in research, and environmental education. Prior to joining King’s, Elizabeth was Director of Evaluation for the Institute for Research in Schools where she oversaw the evaluation of school science education programmes that involved over 300 schools and 25 universities.
Elizabeth and Lynda have lead BERAs latest Research Commission into Environmental Sustainability. Their innovative work has included co-creating a state of the art manifesto on the topic. To do this, their commission made five participatory workshops for students and teachers, drawn from the four parts of the UK, who helped co-author the manifesto. In today’s episode they discuss the process with BERAs Chief Executive Nick Johnson.
This podcast explores music production as a form of youth work and how the benefits have been quantified and reported.
Ian McGimpsey speaks to Frances Howard (Nottingham Trent University) and Simon Glenister (Noise Solution) about how music shapes and structures youth – both constructing and characterising the experiences of diverse groups of young people – and go on to question how these impacts have been measured, and could be measured in future.
On this week's episode Nick Johnston the Chief Executive introduces some of the best moments from season 3 of the podcast. This episode contains clips of all the interviewees throughout the season.
Yinka Olusoga is a historian of childhood and education in the School of Education at the University of Sheffield. Herr research focuses on the discursive construction of children and childhood in the educational policy, political debate, art and popular culture, in the present and in the past.
Kate Cowan is an early years specialist researching children’s play and communication from a multimodal perspective. Based at UCL Knowledge Lab, her research covers areas including literacy, creativity and digital technologies. Kate’s work also involves developing multimodal methodologies, video-based methods and participatory approaches with children.
In this weeks podcast Yinka and Kate are interviewed by BERA Chief Executive Nick Johnson, on how children's play has changed over the pandemic.
Natalia Kucirkova is Professor of Early Childhood Education and Development at the University of Stavanger, Norway and Professor of Reading and Children’s Development at The Open University, UK. Natalia’s work is concerned with social justice in children’s literacy and use of technologies. She is the founder of the International Collective of Children’s Digital Books that connects research and design in children’s e-books and literacy apps and Chair of the Children’s Digital Book Award that is the first award judged entirely by teachers. Her research takes place collaboratively across academia, commercial and third sectors.
On this week's episode Natalia speaks to Nick Johnson (BERA chief executive) on adapting literature to make it more personal for children.
Dr Sue Fletcher-Watson is a Senior Lecturer at the Centre for Clinical Brain Sciences, University of Edinburgh. Today she discusses her work in neurodiversity in the classroom and her work with the LEANS project with Nick Johnson (Chief Executive of BERA)
Find Sues work with the LEANS Project at http://dart.ed.ac.uk/research/leans
On this week's episode of the BERA podcast Nick Johnston (Chief Executive of BERA) interviews Dr. Emily Marchant from Swansea University. Emily's research focuses on primary school-aged children and examines the relationship between epidemiological factors and lifestyle behaviours with educational outcomes, using data linkage. She also evaluates school-based interventions and has previously published evaluation research on outdoor learning and The Daily Mile. During Emily’s PhD, she developed and expanded the HAPPEN Wales Primary School Network to a national network that collects and shares school-level health behaviour information with schools.
On today's episode Emily discusses the effect Covid 19 has had on children with a particular focus on their health and wellbeing, staff experiences and the potential future effects as schools return.
In this week's episode Nick Johnson (Chief Executive of BERA) interviews Jake Anders. Jake is Associate Professor of Quantitative Social Science and his research focuses on the causes and consequences of educational inequality and the evaluation of policies and programmes aimed at reducing it. He is also Deputy Director of the UCL Centre for Education Policy and Equalising Opportunities (CEPEO). CEPEO opened at the beginning of the pandemic and Jake discusses this challenge as well as upcoming projects and the core aims of the research centre.
In this weeks episode BERA President Dominic Wyse interviews the John Nisbet Fellowship recipient Neil Mercer. Neil is Emeritus Professor of Education at the University of Cambridge, where he is also Director of Oracy Cambridge: the Centre for Effective Spoken Communication and a Life Fellow of the college Hughes Hall. Before he joined Cambridge, he was Professor of Language and Communications and Director of the Centre for Language and Communications at the Open University.
Joanne Hughes is Director of the Centre for Shared Education at Queen’s University Belfast. She has led more than 20 research projects on these themes and has been awarded research grants from the EU, ESRC, British Council, British Academy, Nuffield, UNICEF, Atlantic Philanthropies, and a range of other sources. Her current research projects explore longitudinally the effect of inter-group contact between Protestant and Catholic pupils in Northern Ireland, and the development and effectiveness of shared education interventions locally and in international settings.
Rebecca Loader is a Research Fellow at the Centre for Shared Education at Queen's University Belfast. Her research interests include Education and Peacebuilding, Educational Inequalities and Minority Groups in Education. In September 2021 she won the Postdoctoral award for Citizenship and Outreach from QUB
For this week's episode Nick Johnson (Chief Executive of BERA) talks to Joanne and Rebecca about their research into cross community education in divided societies in Northern Ireland, the Balkans and Israel.
This week on the BERA podcast we have Adam Peter Lang. Adam is a former London secondary school teacher and school leader. He is now at University College, London, working as a PhD research scholar. He is also an education leadership consultant engaged with a number of projects. He writes and comments in the media on education.
For this episode Adam talks with Nick Johnson BERA's Chief Executive on his current research on the Prevent Duty. He explains this with reference to schools in London, Greater Manchester and the south of England
This week BERA Chief Executive Nick Johnson speaks to Ratha Perumal. Ratha is a Senior Lecturer engaged in research and teaching in Education and Multilingualism at the School of Education and Communities at the University of East London. Ratha is also is a PhD student at King's College London researching 'The Black and Minority Ethnic (BME) Degree Awarding Gap in Higher Education' post 1992. Nick discusses Ratha's upcoming research on this topic during this episode.
Presented by Dr. Achala Gupta - University of Southampton and Ms Gihan Ismail - University of BathThis podcast follows the BERA-CERA academic writing from an early career researcher perspective and responds to some of the key questions on academic publishing from postgraduate students and early career researchers. The podcast unpacks issues around motivation(s) for publishing that go beyond the dominant aphorism of 'publish or perish' and the conscious decisions that tag along. The discussion focuses on the importance of reflection on motivations, embrace vulnerabilities and use them as driving forces to achieve academic goals.
In this weeks podcast third year PhD student from the Open University, Bukola Oyinloye, interviews Dr Jie Gao from University College London. This interview discusses the proper application of the theoretical and conceptual framework of a mix methods approach. Reflecting on their own individual research they discuss both how it can be used and its limitations.
This episode of the BERA Podcast is the fourth in a series of podcasts focusing on Alternative Research Methods in Higher Education.
Sharon Smith engages with Dr Sin Wang Chong to discuss how conversation as a form of educational research enables an engagement with parents of disabled children, facilitating an exploration of power and subjectivity, while implementing a revolutionary post structuralist methodology.
This episode of the BERA Podcast is the third in a series of podcasts focusing on Alternative Research Methods in Higher Education.
Shifting disciplines for a PhD can be daunting, often prompting a quest for new methods. This might be necessary for the project, but what is left behind in such a move?
In this episode, Dr. Sin Wang Chong interviews Sophia Kier-Byfield, a PhD student at Loughborough University. This podcast explores her experience of starting a PhD about pedagogical discourse after years in English, and how returning to her disciplinary training helped her find her way with her current research.
This episode of the BERA Podcast is part of a series of podcasts focusing on Alternative Research Methods in Higher Education.
PhD candidates are expected to find research methods that fit. What if none of the conventional methods available seem to support your values and purposes or worse, force you to compromise?
In this episode, Dr Sin Wang Chong interviews Elke Van dermijnsbrugge about alternative routes to think about and do research.
This episode of the BERA Podcast is part of a series of podcasts focusing on Alternative Research Methods in Higher Education.
In this episode, Dr Dina Zoe Belluigi speaks to Dr Sin Wang Chong about the ways in which visual and creative arts methods productively unsettle the dominant gaze and modes of representation of research on higher education. She retrospectively traces the detours and divergences that led her to appreciating the validity of creative arts research from her most recent project, Counter-Narratives of Higher Education (a collaboration with artists of Analogue Eye: Video Art Africa).
The recording includes discussion of video papers; arguments made about the figurative in studies of higher education transformation; reflections on the praxis of methodological irresponsibility and specific arts-based methods; and an archive of non-empirical representations of the lived experiences of academia, to which she’d love listeners to contribute to.
In this Episode of the BERA Podcast Nick Johnson, BERA CEO interviews Dr. Beverly Daniel Tatum about the updated version of her bestselling book Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations about Race, now in its 20th anniversary edition.
A thought-leader in higher education, Beverley was the 2013 recipient of the Carnegie Academic Leadership Award and the 2014 recipient of the American Psychological Association Award for Outstanding Lifetime Contributions to Psychology. Dr. Tatum holds a B.A. degree in psychology from Wesleyan University, a M.A. and Ph.D. in clinical psychology from University of Michigan, and a M.A. in Religious Studies from Hartford Seminary.
In this episode of the BERA Podcast Nick Johnson, Chief Executive of BERA speaks to Ruth-Anne Lenga and Alice Pettigrew of the UCL Centre for Holocaust Education.
Over the last ten years, research by the UCL Centre for Holocaust Education has critically examined teaching and learning about the Holocaust in England’s secondary schools. Its 2009 study of more than 2000 teachers revealed that, although the Holocaust has always been a mandatory subject within the Key Stage 3 National Curriculum, a majority of teachers had received no specialist support or training and many experienced concern and confusion as to how to approach this complex history. This in turn had significant implication for classroom practice.
In 2016, the Centre conducted a follow-up study, the largest of its kind internationally, exploring young people’s knowledge and experience of learning about the Holocaust in English schools. Over 8,800 secondary students completed a survey and 244 took part in interview. The resulting report was referred to by the UK Prime Minister’s Holocaust Commission as “pioneering research”, and described by the President of the International Association of Holocaust Organisations as, “an invaluable guide to the field”.
The study exposed several distorting misconceptions and significant gaps in students’ understanding, and the Centre’s response led to a step change in the teaching of this history, across England and beyond. Building on empirical evidence drawn from both studies, Centre staff created a range of initial teacher education, CPD, MA and Beacon School programmes attended by more than 11,000 teachers to date, and recognised by UNESCO as “representing best practice internationally”.
The Centre’s Beacon School Programme – a nationally recognised and government-supported award – is especially significant in improving teaching standards and raising pupil achievement. Since 2014, 155 English schools have achieved Beacon status. They in turn work with local networks of over 1,550 further schools to annually impact the educational experience and outlook of around 1.5 million students. School leaders such as Adrian Packer, CEO of CORE Education Trust, emphasize the programme’s “positive impact on the knowledge and understanding of approximately 10,000 of our students”. Data collected by the Centre for DfE shows 90.7% of students in schools the Centre has worked with recognise and understand the term ‘antisemitism’, compared to 21.4% in a national sample of control schools.
In 2018, UNESCO and the Organisation for Security and Co-operation in Europe (OSCE) commissioned the Centre to create a research-informed curriculum framework for pre-service teachers and school directors addressing antisemitism and intolerance. The Centre’s materials were used in workshops to train key policy-makers and teacher trainers from over 60 countries.
Last year, the Centre collaborated with the Holocaust Educational Trust to deliver a DfE-funded national educational programme to commemorate and expand students’ knowledge of Bergen-Belsen and its liberation. Survivor of the Holocaust Mala Tribich MBE praised the Centre’s involvement in the initiative, saying it exemplifies its “critical importance for the field, informing the work that Holocaust education organisations across the country and survivors like me do when we engage with teachers and students”.
Centre research has also demonstrated the problematic and imprecise nature of many depictions of the Holocaust within school textbooks; in 2020, it published its own empirically-informed alternative, the first secondary school textbook to directly confront widespread student misconceptions. More than 30,000 copies of ‘Understanding the Holocaust’ were distributed to 1,000 secondary schools across England reaching over 1 million students annually.
During the recent lockdown, the Centre produced 34 high quality lesson-plans and online materials access
The Education Media Centre (EMC) is the UK`s first independent charity dedicated to raising public and media awareness of research and evidence behind the education stories in the news.
In this episode, Nick Johnson speaks to Fran Abrams, the EMC CEO about her history in the media and how the EMC is helping the public to be able to read, hear, see and understand more from education research experts via the media.
In this episode of the BERA Podcast BERA Chief Executive Nick Johnson speaks to Dr Olivene Burke (University of the West Indies) about educational research in the Caribbean and her academic work in marginalized community development.
Dr Olivene Burkeis the Executive Director of the Mona Social Services, UWI, Jamaica.
Along with her colleagues Tenneisha Nelson and Vanessa Ellis Colley, Olivene Burke is a recipient of the BERA Covid-19 Small Grant Award 2020 for their research project:Access to education in a time of pan(dem)ic in Jamaica rural and urban primary (K-6) schools’ experience.
In this episode of the BERA Podcast Nick Johnson, Chief Executive of BERA speaks to Dr Tony Breslin about his new book: Lessons from Lockdown: The Educational Legacy of COVID-19.
Tony is a public policy analyst, educational commentator, curriculum development specialist and governance trainer. His new book draws on the voices of more than a hundred pupils, parents and professionals and reveals how teachers and learners are adapting practice in areas such as curriculum modelling, parental engagement, assessment and evaluation and blended and online learning.
Tony and Nick discuss the impact of COVID-19 on our schooling systems and what the long-term ramifications of the pandemic might be for the pedagogy and purpose of formal education.
To save 20% on Lessons from Lockdown: The Educational Legacy of COVID-19.Enter the code BSM20 at the Routledge checkout
https://www.routledge.com/Lessons-from-Lockdown-The-Educational-Legacy-of-COVID-19/Breslin/p/book/9780367639297
What is it like to publish during your PhD? How can you continue to publish after your PhD? How is it different to publish a book as opposed to journal articles? How do you navigate the process of academic writing and publishing—ranging from revision to rejection and from solo work to collaboration? What and how can we learn from the publication process?
Following the BERA Early Career Researcher Network's popular 2020 event, Dr Yang Hu speaks to ECR Network Convenors Dr Oliver Hooper and Dr Yuwei Xu to share his experiences of publishing both during and after his PhD. Together they discuss potential issues to consider when publishing from one’s PhD research, possible ways to navigate (and survive and enjoy) the writing and peer review process, and some insights into solo versus collaborative research.
In the first episode of 2021, BERA Chief Executive Nick Johnson interviews Professor Tom Crick (Swansea University) who is the recent recipient of the 2020 BERA Public Engagement and Impact Award.
The BERA Public Engagement and Impact Award recognises and celebrates the impact of research and practice in the education community and how both have demonstrably engaged the public.
Professor Tom Crick’s academic contributions sit at the research, policy and practice interface, and he is primarily recognised internationally for leading the reforms of science and technology education in Wales over a sustained period (2011-present). Tom speaks about examples of his high-quality educational research, engagement and impact , underpinning themes of practitioner engagement and co-construction, system capacity-building, promoting research-informed policy and practice, and empowering young learners through enhancing children’s digital rights. Crick was appointed MBE in the 2017 Queen’s Birthday Honours for “services to computer science and the promotion of computer science education” and was made a Fellow of the Learned Society of Wales in 2020.
You can read more about Tom and his work here: https://www.bera.ac.uk/person/tom-crick
The 2020 Public Engagement and Impact award is a partnership with Emerald Publishing who will be working with Tom Crick to publish a digital research summary.
“Emerald Publishing is delighted to support the 2020 BERA Public Engagement and Impact Award. We are thrilled to extend our congratulations to Professor Tom Crick for his work “Leading the Future of Science and Technology Education in Wales” and to the team at the UCL Centre for Holocaust Education. Each of these winners have made a profound impact on education policy and practice within Britain, and have produced world-class research that can inspire and inform similar outcomes in other contexts. Emerald are deeply committed to supporting and mobilising the real world impact of research and look forward to working with the winners to create bespoke dissemination pieces about their research.“
In this episode of the BERA Podcast, the BERA Executive Committee reflects on the organization's work in 2020 and looks ahead to what is to come in 2021.
Nick Johnson, Chief Executive
Dominic Wyse, BERA President
Vivian Baumfield, BERA Vice President
Sean Hayes, BERA Treasurer
Mhairi Beaton, Conference and Events Chair
Gerry Czerniawski, Membership and Engagement Chair
Ros McLellan, Publications Chair
As a doctoral candidate or early-career researcher (ECR), have you ever been invited to serve as a peer reviewer for journals? What were your reactions to the invitation? Some may feel unprepared while others may think the invitation is out of their league. In this podcast, award-winning peer reviewers Sin Wang Chong and Shannon Mason share their experiences as ECR peer reviewers for journals in their disciplines. In particular, the speakers will invite junior researchers to consider the opportunity to serve as peer reviewers in a positive light and address some of the technical questions related to giving feedback to authors: What should be the focus of my feedback? How long should my reviewer’s report be? And many more.
This Podcast covers:
● Why should I be a peer reviewer?
● How can I become a peer reviewer?
● How do I decide whether I should accept an invitation to serve as a peer reviewer?
● What should be the focus of my feedback?
● How long should my reviewer’s report be?
If you are new to scholarly publishing, you probably have a lot of questions that go beyond how to submit your manuscript and how to set out your responses to reviewers. What should I do if I disagree with a reviewer’s feedback? What should I do if my paper is rejected? What happens when there are multiple authors on a paper? In this session, Sin Wang Chong and Shannon Mason discuss the answers to some of the questions most commonly asked by early career researchers about the more hidden aspects of the peer review process. They provide insights from their experiences navigating the peer review process as early career researchers, resulting in the publication of a combined 54 peer-reviewed articles (and countless rejections!).
Relationships, Sex and Health Education recently became statutory in English schools, creating a significant opportunity to engage positively with young people on issues that are deeply relevant to their everyday lives. However, RSHE policy carries challenges and has been met with resistance in some communities. There is now a need for greater visibility and examples of RSHE practice that is faith-sensitive and LGBT-inclusive.
In this episode of the BERA podcast, Sexualities and Gender SIG convenors Fin Cullen and Joshua Heyes interview Dr Anna Carlile, Senior Lecturer in Education at Goldsmith’s University. Anna, Fin and Josh discuss the challenges and opportunities of doing inclusive RSHE in culturally and religiously diverse communities. Anna shares her experience of negotiating RSHE policy in dialogue with LGBT and faith partners and the power of allyship focusing on mutual respect and kindness.
In this episode of the BERA Podcast Nick Johnson, Chief Executive at BERA interviews Professor Gemma Moss (UCL-IOE) about her latest research project "A duty of care and a duty to teach: educational priorities in response to the COVID-19 crisis"
Gemma speaks about the diverse roles English primary schools find themselves playing in their local communities, the challenges they faced in immediate response to Covid-19 and the challenges they now face as schools have returned. In particular, she outlines the findings of her research project that suggests what schools' priorities should be right now and how that potentially conflicts with the priorities of the Department for Education, not least their focus on too-frequent assessment in primary schools. She also outlines the key recommendations from the project - for schools, for teachers, for Ofsted and for the DfE.
References:
BERA Blog :The fragilities in the English education system revealed by Covid-19, and how to put them right
‘A duty of care and a duty to teach: educational priorities in response to the Covid-19 crisis’.
A baseline without basis: The validity and utility of the proposed reception baseline assessment in England
In this episode, hosted by the BERA Alternative Education SIG Dr Amber Fensham-Smith (Open University) interviews Joanna Merrett (University of Exeter), a Researcher and Elective Home Education Consultant.
An estimated 54,000 children in the UK are home educated, although the actual number of home educated children is largely unknown.
Amber and Joanna discuss the impact the Covid-19 pandemic has had on elective home education families and Joanna's recent research submitted to the UK EHE select committee: The Voice of Experienced Elective Home Educating (EHE) parents: the risk of missing home-educated children in the education policy response to school closure and lessons for adapting home learning.
References:
Fensham-Smith, A (2020) Should we really call this home schooling? Reflections from the research field, BERA Blog: https://www.bera.ac.uk/blog/should-we-really-call-this-home-schooling-reflections-from-the-research-field
Merrett, J. (2020) ‘The Voice of Experienced Elective Home Educating (EHE) parents: the risk of missing home-educated children in the education policy response to school closure and lessons for adapting home learning’, Written evidence submitted the UK EHE select committee, available at: https://committees.parliament.uk/writtenevidence/9204/html/
Ofsted (2019) ‘Exploring moving to home education in secondary schools’, available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/839161/Exploring_moving_into_home_education.pdf
Myers, M. and Bhopal, K. (2018) ‘Muslims, home education and risk in British society’, British Journal of Sociology of Education, 39:2, 212-226.
Pattison, H. (2020) 'Muslim Home Educators in the time of Prevent' International Review of Qualitative Research. 00(0) 1–23
Education Committee, Support for Home Education, Fifth Report of Session 2012–13
In this episode of the BERA Podcast BERA Chief Executive Nick Johnson interviews Professor Paul Miller, the President of the Commonwealth Council for Educational Administration and Management (CCEAM).
Paul is an internationally respected academic administrator and researcher whose research on teacher race discrimination in England is assisting the UK Cabinet Office in policy development, and his research on school leadership development and school improvement is being used by the Caribbean Community (CARICOM) in the development of leadership standards.
Nick and Paul discuss Paul's background as an overseas trained teacher, his journey into academia and his current research on inequalities within both higher education and schools.
In this episode, the second in the "Educated Unmasked" podcast series, Professor Tanya Ovenden-Hope, BERA SIG Convenor for Educational Effectiveness and Improvement and Council Member, discusses the role of the UK teacher education professional bodies, UCET and NASBTT, with their Directors James Nobel-Rogers and Emma Hollis.
UCET (UK) and NASBTT (England) represent the interests of a broad range of Initial Teacher Education and Teacher Education providers, from schools to universities. COVID-19 presented, and continues to present, a range of challenges to for teacher education, both in training to teach and for continuing professional development. Tanya will explore the role of UCET and NASBTT and their responses to the way in which the pandemic has impacted on teacher training and how they perceive this may shape the future of the teaching profession.
https://www.ucet.ac.uk/
https://www.nasbtt.org.uk/
Views are the presenters own.
Every year BERA awards the John Nisbet Fellowship to people who are deemed to have made an outstanding contribution to educational research over their career. Named in honour of our first President, this award recognises individuals who exemplify BERA’s commitment to encouraging educational research and its application for the improvement of practice and public benefit.
In 2019 we awarded the John Nisbet fellowship to three recipients: Professor Mary James, Professor Andrew Pollard and Professor Walter Humes.
Today’s podcast is an interview between our Vice-President Gary McCulloch and Professor Mary James and Professor Andrew Pollard.
This interview was recorded at the 2019 BERA Annual Conference in Manchester.
In this episode presented by the BERA Teacher Education SIG, Lizana Oberholzer interviews Deb Outhwaite, the Director of the Derby Teaching Schools Alliance (DTSA).
Deb speaks about the challenges Covid-19 has presented for trainee teachers, the importance of mentors, and the extra support trainee teachers, school governors and trustees will need when school returns.
In this episode of the BERA Podcast BERA Teacher Education SIG Convenor Lizana Oberholzer interviews Allana Gay, the founder of the BAMEeD Network.
Allana co-founded BAMEed Network to encourage more BAME educators into the profession and to ensure they are supported to progress within their careers.She is also a Headteacher at a North London Primary School in the heart of Tottenham. Her experience as an educator and school leader arches over secondary and primary schools all of whom have been in challenging or deprived circumstances.
Allana and Lizana discuss the unique challenges that the Covid-19 lockdown presented for BAME Educators, and Allana presents ways that BAME Educators can be supported in the return to school.
Views are the presenters own.
Find out more about the BAMEed Network here https://www.bameednetwork.com/
In this episode presented by the BERA Teacher Education SIG, Lizana Oberholzer interviews Dr Suzanne Culshaw, whose doctoral research explored what it means to be struggling as a teacher.
Suzanne’s conceptualisation of struggling takes it out of the capability and performativity arenas and places it well and truly in the wellbeing domain.
Views are the presenters own and not those of BERA.
This is the third episode in the "Education for our planet and our future" podcast series.
In this episode, Dr Kevin Smith (Cardiff University) and Dr Rhian Barrance (Cardiff University) discuss the United Nations Convention on the Rights of the Child, the climate crisis school strikes, and how schools can work to acknowledge and facilitate children’s right to protest.
Kevin and Rhian explore how should different perspectives on school strikes between schoolchildren and school leaders can be managed and resolved.
You can read the BERA Blog Rhian published here:
https://www.bera.ac.uk/blog/the-right-to-protest-a-childrens-rights-perspective-on-the-school-climate-strikes
In this episode, Dr George Leckie (University of Bristol) discusses his research: "The importance of adjusting for pupil background in school value-added models:
A study of Progress 8 and school accountability in England."
This important research was awarded the 2019 BERA Public Engagement and Impact Award.
You can find out more and George and his research here:
https://www.bera.ac.uk/award/bera-public-engagement-and-impact-award
Do you know someone whose research has demonstrably engaged the public?The BERA Public Engagement and Impact Award recognises and celebrates the impact of research and practice in the education community.
Nominate and apply for the 20202 award here
https://www.bera.ac.uk/award/bera-public-engagement-and-impact-award
In this episode of the BERA Podcast Professor Tanya Ovenden-Hope, BERA SIG Convenor for Educational Effectiveness and Improvement and BERA Council Member, discusses the response to COVID-19 by the Chartered College of Teaching (CCT) with Professor Dame Alison Peacock (CEO), Cat Scutt (Director of Education and Research) and Professor Sam Twiselton OBE (Vice President External).
The Chartered College of Teaching (CCT) is the professional body for teachers. As an organisation they are dedicated to bridging the gap between practice and research. COVID-19 presented, and continues to present, a range of challenges to schools, their leaders and teachers. This conversation explores the responses of the CCT to the pandemic, including their report reviewing evidence ‘Education in times of crisis; the potential implications of school closure and global approaches to education’ (May 2020) and the #FutureOfTeaching campaign (July 2020) that will bring together teachers from around the world to look at changes needed for the profession in post-C-19 landscape.
In this episode presented by the BERA Teacher Education SIG, Lizana Oberholzer interviews Paul Campbell, who is Lead Teacher Curriculum at Sha Tin Junior School in Hong Kong Sha Tin Junior School is part of the English Schools Foundation (ESF), which with 22 schools is the largest English-medium education provider in Hong Kong.
Paul and Lizana discuss the challenges and opportunities for Teacher Education during the Covid-19 pandemic. Paul shares his school's approaches for engaging with students and families, his experiences with dual provision (online and in-person), and what advice he has for the UK as it may be about to enter the "second wave" of the virus.
Views are the presenters own and not those of BERA.
Every year BERA awards the John Nisbet Fellowship to people who have made an outstanding contribution to educational research over their career.
In this episode, Professor Dominic Wyse, BERA President interviews Professor Usha Goswami (University of Cambridge) one of the 2020 John Nisbet fellows.
“… every science base that you address shows how important it is to use child-centred play-based learning if you want to optimise children’s cognitive potential and also their emotional well being … “
Dominic and Usha discuss her research into children’s cognitive development. A particular focus of Usha’s research is on the relations between phonology and reading, with special reference to rhyme, rhythm and analogy in reading acquisition, and rhyme and rhythm processing in dyslexic and deaf children’s reading.
Reading:
GraphoGame Rime:
https://www.graphogame.com/#english-graphogame
Goswami, U. (2019). Cognitive Development and Cognitive Neuroscience: The Learning Brain. Routledge.
In this episode, the second in the "Education for our planet and for our future" series, Dr Kevin Smith (Cardiff University) and Dr Paul Vare (University of Gloucestershire) discuss the importance of re-examining what we value in education and our current educational practices as they relate to climate change. They also discuss the importance of considering what we can do as individuals in undertaking action to positively address the circumstances caused by our climate crisis.
Podcast Reading:
Ojala, M. (2015). Hope in the face of climate change: Associations with environmental engagement and student perceptions of teachers’ emotion communication style and future orientation. Journal of Environmental Education, 46(3), 133-148.
Ojala, M. (2017). Hope and anticipation in educating for a sustainable future. Futures, 94, 76-84.
Jensen, B. B. & Schnack, K. (1997) The Action Competence Approach in Environmental Education, Environmental Education Research, 3:2, 163-178
John Dewey and the ecology of learning in:
Scott W A H & Vare P (Publication date: November 2020) Learning, Environment and Sustainable Development: a history of ideas, Abingdon: Routledge.
https://aroundersenseofpurpose.eu/
Views are the authors own and not those of BERA
At the 2017 BERA Conference Professor Gerry Czerniawski delivered his keynote lecture "Becoming and being an ECR – identity, practice & serendipity." Today we are re-releasing the audio from this popular keynote lecture. Within you will find his top tips for Early Career Researchers, all of which are relevant today.
Gerry runs the doctoral programme at the Cass School of Education and Communities at the University of East London. He is a researcher, author and teacher educator, as well as Chair of the British Curriculum Forum, Lead Editor of the BERA Blog and the Engagement Committee Chair of BERA.
You can read more about Gerry here:
https://www.bera.ac.uk/person/gerry-czernisawski
Learn more about the BERA ECR Network here:
https://www.bera.ac.uk/community/early-career-researcher-network
Views are the presenters own and not those of BERA
In this episode Dr Barbara Skinner and two PhD Researchers from Ulster University, Maria Stewart and Ronan Kelly, discuss how the COVID-19 pandemic has impacted primary and post-primary pupils with English as an Additional Language (EAL) and their families. The discussion centres on the particular challenges that they have faced during the home-schooling period and will face as they return to the classroom including language development, access to support and home-school communication.
The BERA Literacy and Language SIG have is interested in exploring the relationship between language and literacy and work in related fields, such as cultural studies and multi-modality (the central focus is on language rather than on these areas in themselves). Aims of the group are:
- to establish a voice in BERA with regard to policy and practice for research into language and literacy in education
- to create a forum for exploration of the implications for education of research in the area of language and literacy
- to use the SIG as an opportunity to learn from work by colleagues in a number of areas including: Multilingualism; TESOL; MFL; Literacy Studies; Classroom Discourse Analysis/ Interactional Studies; Media and Literacy; Policy Studies; Popular Culture and Language
Find out more: https://www.bera.ac.uk/community/literacy-and-language
As countries moved into lockdown, so did education and educational researchers. For researchers in the middle of data collection which was not already entirely online, this affected researchers whether they were conducting Masters, doctoral, practitioner research and working in a small or large research team.
Not only does lockdown restrict access to observing or interviewing people in face-to-face settings, it also affects what primary documentation reserachers might collect and, not insignificantly, it affects the personal lives of all concerned, whether researcher or participant.
In this episode Dr Alison Fox (The Open University) and Dr Carmel Capewell (Oxford Brookes University) discuss options researchers might have considered to find solutions to these unprecedented challenges. The decisions made will have been affected by pragmatics but also a researcher’s positionality and care for the wellbeing of those concerned. Changes made will have need renegotiation of permissions and consent. This has required flexibility and support from supervisory teams, research training programmes, sponsors and ethics committees in Universities.
Resources referred to in this podcast:
BERA Blogs Mentioned
https://www.bera.ac.uk/blog/time-for-educational-researchers-to-take-their-place-in-the-sun
https://www.bera.ac.uk/blog/opportunities-missed-then-the-rains-came-down-and-washed-the-writing-away
https://www.bera.ac.uk/blog/virtual-teaching-for-children-with-dyslexia-the-realities-and-disturbing-absence-of-research
https://www.bera.ac.uk/blog/should-we-really-call-this-home-schooling-reflections-from-the-research-field
https://www.bera.ac.uk/blog/identifying-the-potential-impacts-of-covid-19-on-school-based-sexuality-education
https://www.bera.ac.uk/blog/making-post-gcse-decisions-during-the-covid-19-crisis-the-need-for-action
https://www.socialsciencespace.com/2020/03/the-best-laid-plans-qualitative-research-design-during-covid-19/
https://www.bera.ac.uk/blog/researching-the-world-in-uncertain-times-the-role-of-bricolage
https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018
Events
BERA Principles into Practice event series:
https://www.bera.ac.uk/event-series/principles-into-practice-supporting-practitioner-research
BERA Walk and Talk at a distance event 2 October https://www.bera.ac.uk/event/walk-and-talk-at-a-distance
This episode is the first from our podcast series "Education for our planet and for our future."
In this episode Kevin Smith (Cardiff University) interviews Catherine Dunn and Jack Reed from the University of Edinburgh who discuss the inspiration for their contribution to “Education for our planet and our future" a special edition of the BERA Blog focusing on educational research and our current climate crisis.
Jack and Catherine reflect on their experiences with an old, oak tree deep in the heart of the Cairngorms and lessons learned from engaging in place-responsive pedagogy.
You can watch the video Catherine and Jack produced "Dear Oak" here: https://www.youtube.com/watch?v=tHTuY8UBCCE
For more information on how to read and submit to the BERA Blog visit www.bera.ac.uk/blog
Views expressed are those of the authors and not those of BERA.
In this episode, the Convenors of the BERA Educational Technology SIG each discuss their research area.
Lydia Lymperis (Newcastle University) discusses "Educational Technology in the post-Covid-19 Era Shifting from a Piecemeal to a Holistic Approach"
Professor Jill Jameson (University of Greenwich) speaks on "Digital Leadership and Trust in Education in a Crisis"
Dr Patsy Davies (Prince Mohammad bin Fahd University) discusses "Covid-19 and the digital divide"
Professor Francesco Maiorana (Kansas State University) speaks on "Learning Resources in a time of crisis"
The BERA Educational Technology SIG provides a "meeting place" for BERA members interested in the application and impact of new technologies in education across both curricular and professional areas. The SIG is unusual in that it includes members with backgrounds across education settings and sectors ranging from early years education to professional learning. Its work complements that of other organisations which work primarily in FE and HE (JISC and ALT) and groups and conferences with a specific interest in Computer-based Learning, AI in Education or Instructional Technologies.
Find out more here https://www.bera.ac.uk/community/educational-technology
Views are those of the presenters and not of BERA
Every year BERA awards the John Nisbet Fellowship to people who have made an outstanding contribution to educational research over their career.
In this episode, Professor Dominic Wyse, BERA President interviews Professor Ian Menter (University of Oxford) one of the 2020 John Nisbet fellows.
Dom and Ian discuss the journey that led Ian from a career as a teacher educator to a teacher education researcher. Ian speaks about his current research interests of teacher education, education policy and comparative studies in education and teacher education and policy, and the importance of looking at the 4 nations when studying the curriculum, as well as learning from history to address inequalities in the future.
Ian provides some takeaway messages for Early Career Researchers and the wider education community, including “Education matters, Social Justice matters and Educational Research matters.”
You can find out more information about the BERA John Nisbet Fellowship, and the 2020 fellows Professor Ian Menter and Professor Usha Goswami here:
https://www.bera.ac.uk/award/bera-john-nisbet-fellowship
Views expressed are the presenters own and not those of BERA.
In this mini episode, Dr Richard Pountney (Sheffield Hallam University) discusses the impact of the Covid-19 pandemic on the curriculum. He addresses this topic under three headings: the effects of the pandemic; the structures involved; and the responses being made. His overriding question is ‘Who owns the curriculum now?’
The BERA Curriculum, Assessment and Pedagogy (CAP) SIG aims to encourage and support research and other scholarly activity in the inter-related areas of curriculum, assessment and pedagogy across the 4 nations of the UK and internationally. One of the aspirations of the SIG is to re-ignite curriculum studies as a broad field. Examples of such work include attention to the important inter-relationship between these three ‘message systems’, for example the growing influence of assessment on curricula internationally, and attempts by governments and their agencies to prescribe pedagogy, in addition to curriculum, and assessment.
Find out more
https://www.bera.ac.uk/community/curriculum-assessment-and-pedagogy
Views expressed are those of the presenters and not those of BERA
In this episode Dr James Reid (University of Huddersfield) speaks to Jayne Edwards, an Assistant Headteacher of an inner city primary school in Yorkshire.
Jayne talks about her experience working in a primary school during Covid-19, and the challenges her school has faced providing for children's varied and diverse care needs.
James and Jayne speak about the importance of listening to children's voices and encouraging their participation in decision making in schools.
BERA's Children and Childhoods Special Interest Group aims to explicate, develop, and enhance understandings of children and young people and their childhoods. This includes: how childhoods are shaped socially, historically and culturally, and how the ‘relational child’ experiences the educational institutions and forces that mediate their life. Find out more about the SIG here
https://www.bera.ac.uk/community/children-and-childhoods
Views expressed are the presenters own and not those of BERA.
In this mini episode Dr Tracy Hayes (University of Cumbria) and Dr Mark Leather (Plymouth Marjon University) discuss the importance of nature, outdoor learning and play before, during and after the Covid-19 pandemic.
The BERA Nature, Outdoor Learning and Play Special Interest Group is a forum for academics, practitioners, and students to engage critically in debates around nature, learning and play in outdoor settings, and brings together colleagues with diverse interests.
The aim of the SIG is to provide a focus for the wealth of outdoor learning research taking place in the UK, and beyond. Traditional elements that spawned the Scout Association, Outward Bound, the Duke of Edinburgh Award and the Sail Training Association still continue in the educational landscape. Other traditional forms of nature study and natural history provide ways of learning about the outside world and understanding our place within it. Find out more at https://www.bera.ac.uk/community/nature-outdoor-learning-and-play
Views expressed are the presenters own and not those of BERA.
In this episode, two convenors from the BERA Mental Health, Wellbeing and Education Special Interest Group speak about the impact of the Covid-19 pandemic on their special interest area.
Dr Michelle Jayman, (University of West London) presents "Teaching, Learning and Wellbeing during Covid: Reflections from HE Professionals."
Professor Jonathan Glazzard (Leeds Beckett University) presents "The Impact of Covid-19 on Young People: Multiple and Multidimensional transitions."
If you enjoyed this episode you might be interested in our event on 16 July 2020:The impact of Covid 19 on the mental health and wellbeing of education professionals, pupils and young peopleTo find out more, and to watch the presentations online visit https://www.bera.ac.uk/event/the-impact-of-covid-19-on-the-mental-health-and-wellbeing-of-education-professionals-pupils-and-young-peopleViews expressed are the presenters own and not those of BERA.