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British Educational Research Journal is a peer-reviewed journal published by Wiley, covering Teacher Education and Leadership Studies, Parental Involvement in Education, School Choice and Performance.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." British Educational Research Journal 12 (3): 45–58.
Formats any DOI in British Educational Research Journal style. No sign-up. |
| Publishes research in | Teacher Education and Leadership Studies Parental Involvement in Education School Choice and Performance Early Childhood Education and Development Global Educational Policies and Reforms |
| ISSN | 0141-1926 |
| Citation impact (2-yr) | 3.24 |
| h-index | 142 |
| i10-index | 1,492 |
| Total citations | 101,514 |
| Article processing charge | $4,120 |
| Top institutions publishing here | University of London |
| Journal website | onlinelibrary.wiley.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
This article provides a children's rights critique of the concept of ‘pupil voice’. The analysis is founded on Article 12 of the United Nations Convention on the Rights of the Child, which gives children the right to have their views given due weight in all matters affecting them. Drawing on research conducted on behalf of…
Generational differences are seen as the cause of wide shifts in our ability to engage with technologies and the concept of the digital native has gained popularity in certain areas of policy and practice. This paper provides evidence, through the analysis of a nationally representative survey in the UK, that generation is only one of…
In much educational literature it is recognised that the broader social conditions in which teachers live and work, and the personal and professional elements of teachers' lives, experiences, beliefs and practices are integral to one another, and that there are often tensions between these which impact to a greater or lesser extent upon teachers' sense…
This paper reports on a study designed to examine teachers' craft knowledge of their practice of ‘inclusion’ in terms of what they do, why and how. The research approach offers an important alternative to studies of students with ‘additional needs’ and the search to articulate the specialist knowledge and skill required to teach them. Through…
Drawing on case studies of 27 working‐class students across four UK higher education institutions, this article attempts to develop a multilayered, sociological understanding of student identities that draws together social and academic aspects. Working with a concept of student identity that combines the more specific notion of learner identity with more general understandings of how…
