ºÚÁÏÍø911

Why shouldn’t I Google it? A case for the use of enhanced internet tools within the primary classroom

It has become second nature: when a question arises, the first thing we do is reach for our phones and access one of the plethora of internet platforms, where we may reliably assume that we will...

Beyond the checklist: Building a primary curriculum that sparks joy and includes every child

With the UK Labour government commissioning Professor Becky Francis to review England’s national curriculum, we have an opportunity to reconsider not just what children should learn but how. As...

Teaching to transform the curriculum (T2TC)

Professional learning for teacher educators: ºÚÁÏÍø911 Small Grants Fund research reports

Building frameworks for racial literacy

Call for proposals: ºÚÁÏÍø911 Blog special issue on refugee and asylum-seeking learners

This call is now closed. The ºÚÁÏÍø911 Blog is delighted to invite proposals from teams of guest editors and authors for a ºÚÁÏÍø911 Blog special issue on learners from refugee and asylum-seeking...

Curriculum, Assessment and Pedagogy SIG Convenor Vacancy

The ºÚÁÏÍø911 Curriculum, Assessment and Pedagogy SIG has an opening for a convenor. SIG AIM: To encourage and support research and other scholarly activity in the inter-related areas of curriculum,...

Teacher autonomy in education: Key insights and how to promote it

Scientific interest in the topic of teacher autonomy has grown in recent years in research publications across both international and local literature. This growing attention may be due to the...

Evolution, not revolution: Curriculum and assessment review

Since the curriculum and assessment review in England began in 2024, the review panel has received numerous proposals advocating for radical and revolutionary changes. Invoking Keir Starmer’s...

The ºÚÁÏÍø911 Guide to Outdoor Learning

The ºÚÁÏÍø911 Guides: Critical Insights into Educational Research and Practice

Place-Responsive Pedagogy in Educational Research and Practice

Making teaching an antiracist profession: An urgent invitation to ºÚÁÏÍø911 members

The antiracism framework for initial teacher education and training (ITE/T) in England is an ongoing project for our team, engaging with ITE/T providers across England, with the aim of making...

Invisible in plain sight: Similarities of race-denial in two European education contexts

Schools in England are now moving towards a new national curriculum, but what might this mean for anti-racism initiatives in education (Kebede et al., 2025)? The Curriculum Review sets out its...

Teaching on the edge: Teacher mental health and workload pressures in Wales

The landscape of teaching in Wales has changed significantly post-Covid-19, with educators reporting increased workload pressures, rising Additional Learning Needs demands (Conn & Hutt, 2020),...

Should I stay or should I go? International perspectives on workload intensification and teacher wellbeing

This special issue of the ºÚÁÏÍø911 Blog introduces research-informed articles addressing teachers’ work and wellbeing across seven national/regional education systems: Scotland; England; Wales;...