This study focuses on the experiences of teachers who taught pupils with intellectual disabilities during the distance education period.

This study investigates how preschool principals learn how to understand and lead the digitalisation process in their preschool organisations collaboratively within an action research initiative. It specifically investigates how perspectives on time affect their understanding of leading digitalisation by exploring time as a discursive arrangement in a principal’s professional learning.

This case study looks at the current pathway to support for children with neurodiversities in UK mainstream schools, considering in detail the role of the professionals around the child, in particular the SENCo.

The current study investigates how Arabic literacy education as part of two Arabic heritage language settings in Norway and Sweden serves as a site for transculturation and how the entirely different ways of organising heritage language education in the two settings influence the transculturation processes of Arabic literacy education.

This article shows how tendering-based procurement, used by Swedish municipalities to outsource adult education to non-public providers, works to commensurate ‘education’ into measurable tender evaluation criteria.

This paper reports on a study that sought to explore mainstream and special teachers’ inclusive practices during the Covid-19 pandemic and discusses issues that are relevant in the post-Covid-19 period.

Large-scale international achievement studies such as PISA have been widely used to study how educational inequality compares across countries. Yet the various different biases that may affect these estimates are often not considered or are poorly understood. In this paper we draw upon the total survey error framework to provide a case study of the…

This paper sets out original findings from analyses of the English National Pupil Database of Key Stage 1 (KS1) attainment, to examine educational outcomes of children with Special Educational Needs and Disabilities (SEND).

This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at ages 15 and 16).

Pre-service teachers need to experience authentic arts activities to confidently impart the quality arts engagement that young learners deserve. Most importantly, these experiences should contribute to shaping emerging teacher identities.

Holocaust education, which refers to the teaching and learning of the Holocaust is an essential component of history and social studies education in many countries.

This article builds on the findings of a critical systematic review that aimed to explore understandings and applications of inclusive pedagogies in the secondary school.