Student outcomes depend on the implementation of intervention practice elements, which are the specific behaviors that front-line implementers deliver as part of their direct interactions with students. Tier 1 PBIS is a well established practice in schools but existing guidance on practice elements is often conflated with guidance…

The fourth article we are highlighting from the extensive "FORUM" archive introduces Michael Fielding's critique of practice and policy for school effectiveness, first published in 2000. In it, Fielding describes the disillusionment with New Labour education policies before setting out a well-made argument for the person-centred school…

To be a teacher requires that one can weave and unravel pedagogy, drawing on previous understandings while constantly revising them in response to particular classroom circumstances. To do so is important, difficult, and frightening. Teachers therefore need experiences to help them prepare mentally for this work. In this essay Cara Furman argues…

Improvement initiatives crafted based on well-understood problems of practice often stand the greatest chance of leading to sustainable educational improvements. Framing problems of practice using multiple modes of evidence is advisable to fully understand the system of root causes of the problem and its stakeholders. In this study, we used the…

While education research has largely avoided posthumanist scholarship, this analytic lens challenges the ways in which researchers have conceptualized educational technologies, i.e. collaboration and embodied learning, as primarily humanist endeavors that overtly center on human subjects within educational processes. By exploring sites of research…

This article draws on normative conceptualisations of practice to reconsider the relationship between educational research and educational practice, enabling a critical commentary on the recent British Educational Research Association statement on close-to-practice research. It is argued that the portrayal of practice in the research undertaken…

This paper is an attempt to summarize the contrast between the respective outlooks of the closed and the open societies, here presented as two separate coherent and consistent sets of ideas, principles, arguments and values. It was originally conceived as support for the thesis that the sense behind the apparent senselessness of our educational…

Interlocking mechanisms of exclusion function as gatekeepers to high-quality learning in schools, which perpetuate oppressive conceptions of ability, learning, and intelligence. Across educational ecosystems, these intersecting forms of oppression--including but not limited to racism, ableism, and colonialism--are reified through exclusionary…

Classroom environments, virtual and face-to-face, are changing; we are moving to focus more explicitly on students' health and well-being and to ensure we actively promote anti-racist educational environments for students. This paper examines how we can enshrine those lessons into academic programs by institutionalizing a trauma-responsive…

There are no consistent answers to why challenging behaviour is perceived to be a problem across time and place. This article explores challenging behaviour and how it is constructed as a problem by professionals in North West England. The research was designed as a qualitative single case study that analysed the perspectives of staff from two…

McCloud offers guidance on fostering a culture of intentionality within the scholarship of teaching, learning, and practice highlighting the role of collaborative partnerships, ongoing assessment, and professional development in advancing this critical agenda.

This paper critically examines the tensions arising between Reception teachers' professional beliefs and knowledge, and the school readiness agenda in England. It scrutinises how the increasing academic expectations placed on children to ensure they are 'ready for school' may conflict with teachers' understanding of how young children learn, their…

Research on student and teacher feedback literacies is currently a flourishing sub-field of higher education, as scholars seek to address the durable and dissatisfying dilemmas that feedback processes represent. To date, however, higher education scholarship has been dominated by cognitive and humanist conceptions of feedback literacies, with the…

Changes in government policy and funding structures, alongside a rapidly evolving (international) market for education have made education provision a key revenue driver for UK higher education institutions. In this setting, the Russell Group of Universities (RGU), a self-selected association of elite, research-intensive universities and Business…

By assessing student engagement with learning tasks along with students' understanding of subject matter before and during teaching, teachers are able to shift their teaching approaches through improvisational pedagogical reasoning in real time. However, if a teacher does not know how to respond to students' cues, their capacity to effectively…