1,737,483 research outputs found
Editorial for BERA Blog Special Issue: Wellbeing and being outdoors (guest editor)
No full textOver the past year, as we have been forced to slow down and restrict our activities because of the Covid-19 pandemic, it is has become apparent just how important it is for our health and wellbeing to have access to a local outdoor space. From an educational perspective, there has been a surge of interest in the links between outdoor learning and wellbeing, and colleagues around the world have been sharing inspirational work that is aimed at supporting educators in taking their teaching and learning outside. In response to these developments, we have brought together a BERA Blog special issue that is focused on the five ‘ways to wellbeing’ introduced by the New Economics Foundation (Aked et al., 2008). To their framework of taking notice, connecting, learning, being active and giving, we have added a sixth of ‘slowing down’. Our contributors, who come from New Zealand, India, Finland, Slovenia and the UK, each provide their take on these different ways in which we can contribute to wellbeing, whether it is through taking these different steps ourselves, sharing them with others, or incorporating them into our everyday teaching
Researching education & mental health: from ‘where are we now?’ to ‘what next?’
No full textThe BERA Bites series presents selected articles from the BERA blog on key topics in education, presented in an easily printable and digestible format to serve as teaching and learning resources for students and professionals in education. Each collection features an introduction by editors with expertise in the field, and each article includes questions for discussion, composed by the authors, prompting readers to further explore the ideas and arguments put forward in the original articles. This edition of BERA Bites presents a collection of papers from the July 2019 Mental Health, Wellbeing and Education SIG conference: 'Researching Education & Mental Health: From ‘Where Are We Now?’ to ‘What Next?’ - first presented as a special issue of the BERA Blog, and features ground-breaking projects supporting mental health and wellbeing in education as well as showcasing some of the latest studies to emerge, collectively helping to steer the research agenda in this crucial area
Bera pilihan destinasi Kembara Promosi TVET UMPSA
No full textBERA, 28 Julai 2024 – Daerah Bera menjadi pilihan kali ini bagi destinasi Kembara Promosi TVET Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA)
Recommended from our members
BERA-TACTYC Early Childhood Research Review 2003-2017
No full textBERA/TACTYC Review of Early Childhood Education and Care in the UK, 2003-2017 has involved a wide range of early childhood specialists, both in the early consultation stages, and in writing the five main sections of the Review. Teams of authors and their reference groups came together from TACTYC – the Association for Professional Development in Early Years, and the BERA Early Childhood Education and Care SIG. Using specific questions to interrogate the literature, each team worked on one of five main themes: Professionalism; Parenting and Family; Play and Pedagogy; Learning, Development and Curriculum, and Assessment and School Readiness. These themes are contextualised within broad policy issues in the UK.
The Introduction shows the working methods for the Review, and the Conclusion brings together key messages and suggestions for future research. We hope that the Review will prove useful to a range of early childhood specialists, including students, researchers, practitioners, policy makers and teachers in further and higher education. We intend to create a User Review that will be aimed at practitioners and to engage other stakeholders in current trends and debates.
The Review is being launched at a time of change and uncertainty within early childhood education and care, and we hope that the Review will provide a focal point for discussions about future directions in the four UK policy frameworks, the importance of research, and how we use research evidence to inform provision and practice
Bera chosen for the UMPSA TVET Promotional Tour
No full textBERA, 28 July 2024 – The Bera District was the chosen destination for this edition of the Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA) TVET Promotion Tour
The BERA ECR Career Development Fellowship: 2021 fellows share their stories
No full textThe BERA Career Development Fellowship is a flexible package of benefits intended to support early career researchers (ECRs) in the first three years following the completion of their doctoral thesis. The fellowship is aimed at ECRs who are precariously employed (that is, on zero hours or temporary contracts), and it provides opportunities to support their development as scholars during what can sometimes be the challenging transition from PhD student to academic researcher. In this blog, the three researchers awarded the fellowship in 2021 share their stories of how the fellowship has supported them
The BERA ECR Career Development Fellowship: 2021 fellows share their stories
No full textThe BERA Career Development Fellowship is a flexible package of benefits intended to support early career researchers (ECRs) in the first three years following the completion of their doctoral thesis. The fellowship is aimed at ECRs who are precariously employed (that is, on zero hours or temporary contracts), and it provides opportunities to support their development as scholars during what can sometimes be the challenging transition from PhD student to academic researcher. In this blog, the three researchers awarded the fellowship in 2021 share their stories of how the fellowship has supported them
ITKAS spearheads Bera District Branding Research
No full textBANGI, 14 October 2021 - The Institute of Civilisation and Strategic Studies (ITKAS), Universiti Malaysia Pahang (UMP), in collaboration with the Pahang State Government, will lead the Bera District Branding Research through a consultancy project under the supervision of UMP Holdings Sdn. Bhd. starting at the end of this month
Testing for Non-Normality in the Presence of One-Sided Slope Parameters
No full textIn a recent paper, Hughes (1999) showed that the power of tests of linear regression parameters could be improved by utilizing one-sided information regarding the nuisance parameters in the testing problem. In this paper, we extend this principle to the problem of diagnosing departures from the assumption of normality in linear regression residuals. We show that the asymptotic theory of the popular normality test developed by Jarque and Bera (1987) is also applicable when inequality constraints are imposed on the slope parameters. Monte Carlo evidence is then presented which suggests that the size of tests based on inequality constrained residuals is roughly equivalent to the size of tests based on unconstrained residuals using both asymptotic and bootstrap critical values. We then demonstrate that significant improvements in the power of the Jarque-Bera test can be made via the application of one-sided information concerning the slope parameters in the model.Jarque-Bera test; inequality constraints; power; bootstrap; Monte Carlo simulations
Face On, Face Off, Face Up: Kids discussion in two worlds
No full textAbstract for BERA Research on the Paideia Method (a method for discussing a topic) was conducted in 20 classrooms across five schools, of varying socio economic environments (ages 11-13) in Auckland, New Zealand in 2010. The researchers sought to further examine the results from their pilot study of the Paideia Seminar, entitled ‘Talking Allowed: I like it when the teacher lets us talk without telling us what to say’ trialed in 2008 (Sinclair & Davies, 2011). In addition, in order to provide the optimum conditions to prepare the students for the face to face seminars, an online component Moodle (open source software) was added as an alternative medium to assist students in their preparation. What happens to the Nature of Interaction and the Complexity of the Discussion when students participate in a Paideia Seminar and an on-line discussion in preparation for the face to face Seminar? What is the optimal role of the teacher when participating in a Paideia Seminar and an on-line discussion to increase complexity of discussion? This research also revealed the significance of the teacher’s role to the student-to-student responses being at a high complexity of thinking. For both the face-to-face seminars and the on-line Moodle discussion, when teachers provided opportunity and directions for students to garner domain knowledge, the resulting dialogue was higher in complexity. Ongoing challenge to students to provide evidence to support their statements was paramount. Furthermore, the study found that one of the conditions, which fostered this higher complexity of thinking, was in the selection of a highly provocative statement or question, which generated multiple perspectives. The study used a mixed method exploratory design, Cresswell (2003). The data for normative practice, on-line discussion and face to face was sub-divided into two main categories: The Nature of Interaction and The Complexity of the Discussion. The Nature of the Interaction was analysed according to the type of interaction – eg student to student with a question (SSQ). Within the Nature of Interaction, the dialogue in both on-line and face-to-face was analysed according to its complexity, using the five-stages of SOLO (the Structure of Observed Learning Outcomes) taxonomy developed by Biggs and Collis (1982). The five stages of SOLO are prestructural, unistructural, multistructural, relational, and extended abstract. This study will contribute to the body of knowledge on how deep learning can be generated through student-to-student interactions, rather than teacher led discussions in both face-to-face and on-line dialogue
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