| Type |
Code |
Title |
BERA SIG |
 |
1.01 |
Assessment Measures and Effects |
Assessment |
|
1.02 |
Higher Education, International Development and Globalisation |
Comparative and International Education |
 |
1.03 |
Professionalising the European early childhood workforce |
Early Childhood |
|
1.04 |
Social Learning and Children as Researchers |
Educational Effectiveness and Improvement |
|
1.05 |
Compulsion and Choice in Education Pathways: Secondary Education to HE |
Educational Research and Educational Policy-making |
|
1.06 |
Making a Career in the Academy |
Higher Education |
|
1.07 |
Higher Education and the World of Work |
Higher Education |
|
1.08 |
National Portraits |
Inclusive Education |
|
1.09 |
Partners, Partnerships and Collaboration: Issues in Professional Development |
Leading and Managing Schools and Colleges |
|
1.10 |
Pedagogy and Pedagogical Change |
Literacy and Language |
|
1.11 |
Transition from school/College mathematics into university programmes: policy and practice |
Mathematics Education |
|
1.12 |
Implications of Self-determination theory for the purpose and practice of physical education education |
Physical Education and Sports Pedagogy |
|
1.13 |
Researching Physical Education |
Physical Education and Sports Pedagogy |
|
1.14 |
Theory and Practice: Navigating Further and Higher Education |
Post-Compulsory and Lifelong Learning |
|
1.15 |
Advice, Guidance and Choice: Young people's Progression Routes |
Post-Compulsory and Lifelong Learning |
|
1.16 |
International Experiences Working with Practitioners |
Practitioner Research |
|
1.17 |
The Educational Strategies of the Black middle classes. |
Race Ethnicity and Education |
|
1.18 |
The Curriculum and the Spiritual Aims of RE: Perspectives from Pupils and Teachers |
Religious and Moral Education |
|
1.19 |
Data Collection and Measuring Change |
Research Methodology in Education |
|
1.20 |
Aspirations and Engagement with Science among children aged 10-14 |
Science Education |
|
1.21 |
Generative Theories for Social Justice |
Social Justice |
|
1.22 |
Boundaried selves and resistance in learning and work: Part II |
Social Justice |
|
1.23 |
Working with Social Theories |
Social Theory and Education |
|
1.24 |
Building Teacher Resilience and Experience |
Teacher Education and Development |
|
1.25 |
Rights as powerful knowledge? Introducing a rights perspective in initial teacher education to empower teachers to be change agents. |
Teacher Education and Development |
|
1.26 |
Teacher Education and the Knowledege Society |
Teacher Education and Development |