Volume 14(1) 2023
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The British Education Studies Association
Supporting research in Education Studies
The British Education Studies Association
Supporting research in Education Studies
Once, twice, three times a failure: time to permanently scrap statutory Reception Baseline Assessment
Previous research and literature on Reception Baseline Assessment (RBA) have focused mostly on the piloting stages of RBA (BERA, 2019; Bradbury, 2019). This study sought to investigate teacher’s and key stakeholder’s perspectives on the use of RBA. Data collection was carried…
Volume 13(2) 2022
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Why are we tracking Reception-aged children? Teachers’ and key stakeholders’ perspectives on the reintroduction of national Reception Baseline Assessment
This paper considers the recent development and implementation of statutory Reception Baseline Assessment (RBA) in England introduced by the Department for Education (2021). Internal baseline assessments, undertaken by early years professionals, have traditionally been an integral part of gaining informed…
Mission impossible: Inclusive teaching in a standards driven system
This paper discusses the findings of two studies that critically analysed teachers’ perspectives which related to the operation of the standards and inclusion agenda in primary schools in England. This paper compares the data from a study (Study One) carried…
“Children are more than just a statistic. Education is more than government outlines”: Primary teachers’ perspectives on the standards agenda in England
This paper focuses on qualitative findings from a study that investigated primary teachers’ perspectives on the standards agenda in England. Q-methodology was used to investigate the complexity of their perspectives. The study’s Q-methodology findings are published in Education 3-13 (Williams-Brown…