The Bridge is excited to announce the creation of a new research journal!
The Bridge Journal of Educational Research and Theory
The purpose of our journal is to create a community of inquiry into the interconnectedness of educational theory, research, practice and purpose. Our aim is to foster close collaboration between classroom practitioners and university researchers in a dialogic space of mutual exchange that challenges hierarchical notions of knowledge sources while enabling a transformative, collective and deep understanding of learning and teaching. We are open to the many varied forms of research and committed to empowering practitioner-researchers as we build a shared body of knowledge that addresses the complexities of contemporary education.
In addition to the publication of this open access, digital journal, we will be hosting webinars and conferences that will allow contributors to engage in opportunities for rich exchange with peers around the world.
If you are contemplating a research project and would like to connect with our network of likeminded educators, if you have an article or essay that you would like to submit for review, let us know! We are also seeking peer readers for submissions. Simply send an email with your address, institutional affiliation, and area of interest or expertise to ktaylor@wellingtoncollege.org.uk.
Members of the Editorial Board
Abdeljalil Akkari (University of Geneva, CH), Patrick Alexander (Oxford Brookes University, UK), Stuart Kime (Evidence Based Education, UK), Jonnie Noakes (The Tony Little Centre, Eton College, UK), Jacques Perche (English Schools Foundation, HK), Catherine Reading (Durham University, UK), Karen Taylor (The Bridge at Wellington College, UK), Debra Williams-Gualandi (NHL Stenden University, NL
The Current State of Professional Development for Teachers (Teacher Tapp report, January 2024)
This underlines that there is a need for what The Bridge plans to achieve.
Research Articles
Examples of research UCL IOE – Faculty of Education & Society
- Better decision-making skills may help young people resist problematic eating behaviours
- Teaching and classroom assistants key to keeping schools open in lockdown
- Social robots for autism education
- Are SEN teaching assistants effective?
- ‘Stuck’ schools: the detrimental consequences of failing Ofsted inspections
- Should we rethink the way we teach children to read?
- Tackling image-based sexual harassment and abuse
- Covid crisis reveals how schools are ‘propping up a failing welfare state’
- A wide social gap in political engagement emerges during adolescence
- Extreme views are widespread in classrooms in England – major new study finds
- Marking is the key driver of work stress among teachers
- Predicting A-level grades accurately ‘near-impossible task’
- A distinct transition phase for year 7 pupils is needed
- Teachers point towards school accountability as main driver of stress
- Why Reading Recovery works
Examples of research NUFFIELD FOUNDATION
- Can maths apps add value to learning?
- Ethical principles underpinning co-production with young people
- Comparisons of cognitive skills and educational attainment across the UK
- Measuring the disadvantage attainment gap in 16-19 education
- The influence of headteachers on their schools
- ‘Intractable’ schools: can an Ofsted judgment prevent sustainable improvement?
- Educational choices at 16-19 and adverse outcomes at university
- Composite classes, class size and human capital accumulation
- A new mathematics GCSE curriculum for post-16 resit students
- Characterising effective teaching
- Does Progress 8 encourage schools to work more equitably?
- The academic trajectory of disadvantaged pupils during Key Stage 3
- Developing a sustainable intervention for disadvantaged children
- Educational attainment of children in need & children in care
- Secondary school choice and academic attainment
- The effect of retention and turnover on the teaching workforce
