Reshaping curriculum adaptation in the age of artificial intelligence: Mapping teachers' <scp>AI</scp>‐driven curriculum adaptation patterns

2024-9-14

Developing teacher professional capital: A case study of Master Teacher Studios in Zhejiang province, China

2024-9-14

Physical education in alternative provision schools: A case of spatial (in)justice?

2024-9-13

From challenge to innovation: A grassroots study of teachers’ classroom assessment innovations

2024-9-11

The ‘Friday effect’: School attendance over the weekⁱ

2024-9-10

Math task experiences and motivation to learn more: How prior knowledge and interest interact with Task‐Interest &amp; Task‐Difficulty perceptions and feed a desire to reengage

2024-9-1

Educating for living diversity: ‘Migrant’ identities, belonging and community‐Centred pedagogies for social justice

2024-8-28

Unravelling the effectiveness of self‐regulated language learning intervention on Chinese <scp>EFL</scp> Students’ motivation, strategic competence and English proficiency: A mixed methods study

2024-8-18

Exploring LGBTQ+ teacher professional identity through the power threat meaning framework

2024-8-16

Teachers’ understandings of barriers to Indigenous children's academic success in Taiwan

2024-8-16

Making it explicit – Sustained shared thinking dialogue as a way to explore children's perspectives on quality in German early childhood education and care

2024-8-10

Personality‐sensitive pedagogies: A study of small group interactive behaviours among 9‐ to 10‐year‐olds

2024-8-8

The <scp>QAA</scp>'s subject benchmarks and critical pedagogy: The example of ‘gateway to King's’

2024-8-8

Issue Information

2024-8-1

Can the teaching style reduce inequality in the classroom? Evidence from a quasi‐experiment

2024-7-31

Hearing student voice within the context of Iran: Building schools for the future

2024-7-26

Chinese PhD candidates in British universities: Understanding the practices of international doctorate students

2024-7-26

Untangling the threads of school wellbeing: Underlying assumptions and axes of normativity

2024-7-25

Deciphering the layers of reading achievement: A multi‐level analysis of student and school‐level predictors in top‐performing <scp>PIRLS</scp> 2021 countries

2024-7-20

Digital Capital and Cultural Capital in education: Unravelling intersections and distinctions that shape social differentiation

2024-7-17

Interplay of teacher feedback, parental involvement and peer support on homework engagement of students

2024-7-11

Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum

2024-7-10

Data snapshots of the access and participation of ‘women’ academics in <scp>UK</scp> universities: Questioning continued gendered, racialised and geopolitical inequalities

2024-7-4

Transitions from primary to secondary school in Greater Manchester: A qualitative exploration of the perspectives of Year 6 children who receive pupil premium funding

2024-7-3

Crossing the line? Exploring situated, interactional negotiations of parental involvement in primary homework in England and Italy

2024-7-2

Motivation and learning psychology of teachers in language translation learning

2024-7-1

Teaching on the cheap? The extent and impact of teaching assistants covering classes and leading lessons

2024-6-24

Ethos within the British boarding school: A small‐scale analysis of the ‘Head's Welcome’ as an act of legitimation

2024-6-14

Teacher digital identity divergences: From teacher education to classroom

2024-6-11

British education research and its quality: An analysis of Research Excellence Framework submissions

2024-6-5

Issue Information

2024-6-1

Effectiveness of educational interventions: An ecological systems analysis of initiatives from the <scp>UK</scp> opportunity areas programme

2024-6-1

The effects of an online positive psychology intervention on pre‐service teachers' efficacy, ability to cope and emotional regulation

2024-5-31

Brokering knowledge from laboratory experiments in evidence‐based education: The case of interleaving

2024-5-31

Listening to young children with disabilities: Experiences of quality in mainstream primary education

2024-5-31

Tensions in the pursuit of equal opportunities: A case study of an innovative secondary school

2024-5-18

Teacher perspectives on enhancing wellbeing education through integrating arts‐based practices

2024-5-18

Do schools that employ an inspector get better inspection grades?

2024-5-17

Cognitive ability or motivation, or both: An integrative path analysis of the interplay between two key factors in academic achievement

2024-5-15

Exploring teachers' strategies for navigating compulsory digital transformations in Danish primary and lower secondary schools

2024-5-15

Exploring the public's beliefs, emotions and sentiments towards the adoption of the metaverse in education: A qualitative inquiry using big data

2024-5-13

Effects of educational disruption and changes in school context on children's mental health: Associations with school level disadvantage and individual bullying involvement

2024-5-8

An exploration into the nature and extent of diversity within history classrooms in Kent

2024-5-6

Curriculum leadership in a rural indigenous high school in Taiwan implementing the 108 Curriculum Guidelines

2024-5-6

Care trajectories and imagining potential: Positioning the need for skills, confidence and communication among key professionals supporting the higher education progression of care‐experienced young people

2024-5-6

‘Sir, I don't know what I'm doing’: An investigation into the role of happy accidents in a secondary school art classroom

2024-5-1

Reception Baseline Assessment and ‘small acts’ of micro‐resistance

2024-4-23

What's colour got to do with it? A psychometric assessment of Peggy <scp>McIntosh</scp>'s white privilege

2024-4-22