Award winners from BERA 2021 & 2022
Award winning infographics from the BERA 2021 & 2022 public engagement & impact award
The British Educational Research Association (BERA) Public Engagement and Impact Award recognises and celebrates the impact of research and practice in the education community and how both have demonstrably engaged the public.
Emerald is delighted to partner with BERA to turn this inspiring research into infographics.
Congratulations to all our winners! Explore more about their work below.
On this page
Teaching and learning technologies by the university of Kent’s centre for child protection (CCP)
Keeping children safe: advancing child protection pedagogy, awareness and practice through innovative simulations
Tracee Green, Jane Reeves, David Shemmings, Vanisha Jassal, Emma Soutar, Aravinda Kosoraju, Isobel Drew and Alice Loving
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What's in the infographic
Immersive gaming simulations for safeguarding children
Lack of real-life experiences can put children at a risk of online exploitation, interactive simulations can help students master critical thinking and reduce the complexities of online grooming.
Study question:
- How can simulation games help children deal with difficult situations?
Methods section:
Teaching and learning technologies by the University of Kent’s Centre for Child Protection (CCP)
Immersive simulation suites to improve knowledge and provide a learning environment for:
- Child protection workers
- Parents
- Children
Result Section:
Rosie Suite: Immersive tools to tackle
- Sexual abuse
- Neglect
- Difficult situations in family courts
Grooming Suite: Immersive tools to tackle
- Extremism
- Radicalisation
- Exploitation
- Grooming
- Serious youth violence
- Internet safety
Key message:
Innovative child protection simulation games can be effective tools for educating children, professionals, and parents about complex child protection issues and for promoting children's well-being.
Footer:
Keeping Children Safe: Advancing Child Protection Pedagogy, Awareness and Practice through Innovative Simulations.
Tracee Green, Jane Reeves, David Shemmings, Vanisha Jassal, Emma Soutar, Aravinda Kosoraju, Isobel Drew, and Alice Loving.
Award Winners of the BERA 2021 Public Engagement and Impact Award.
Understanding the limitations of international student assessment data
Is Canada really an education superpower? The impact of non-participation on results from PISA 2015 | Educational Assessment, Evaluation and Accountability PISA 2018 in England, Northern Ireland, Scotland and Wales: Is the data really representative of all four corners of the UK? | Review of Education
John Jerrim
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What's in the infographic
Understanding the limitations of international student assessment data
Programme for International Student Assessment (PISA) is an influential international study that compares the educational achievements of 15-year-olds across countries.
Using nationally representative, comparable data is crucial for ensuring reliable cross-country comparisons in the PISA.
Study question:
Is the data reported by countries for the PISA truly representative of the target population?
Methods
Analysis of data from:
- Canada PISA 2015
- UK PISA 2018
Results
Anomalies and biases identified:
- Disparity in rules for the inclusion of children with special educational needs
- Variation in school participation rates
- Comparatively high rates of students’ absence during the study
- Low response from participants (England and Northern Ireland)
- High within-school and pupil-level exclusion of students from the test
- Disparity in the technical aspects of eligibility criteria
- 50% (Canada PISA 2015)
- Non-participation rates
- 40% (UK PISA 2018)
Key message
The reliability and transparency of PISA results can be enhanced with an understanding of the limitations and biases inherent in international student assessments.
John Jerrim: Winner of the BERA 2022 Public Engagement and Impact Award. Is Canada really an education superpower? The impact of non-participation on results from PISA 2015 | Educational Assessment, Evaluation and Accountability | DOI: 10.1007/s11092-020-09329-5
PISA 2018 in England, Northern Ireland, Scotland and Wales: Is the data really representative of all four corners of the UK? | Review of Education | DOI: 10.1002/rev3.3270.
Public participation and deliberative democracy can support sustainable educational change in NI and in divided societies
Driving sustainable education through democracy
Una O’Connor, Jessica Bates, Stephen Roulston and Clare McAuley
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What's in the infographic
Driving sustainable education through democracy
94% of students in Northern Ireland (NI) attend religiously segregated schools. Despite parents voicing a variety of opinions, policy planning lacks a formal mechanism for giving parents and communities an equal voice in the delivery of education.
Study question:
Is it possible to sustainably improve the NI educational system through public involvement in policy-making?
Methods:
Future Schools: A collective approach by Ulster University researchers
- Promoting public consultation in policy decisions
- Transforming traditionally top-down policy-making into a more collaborative process
- Designing toolkits that connect individuals, communities, stakeholders, and policy-makers
Results:
Toolkits that can help (launched in May 2022)
- Trusted mediator between parents, communities, and policy-makers
- Trusted means for determining school sustainability and possible alternatives to drive it
- Evidence-based decision-making for educational bodies in NI
Key message:
Public participation and deliberative democracy can support sustainable educational change in NI and in divided societies
Una O’Connor, Jessica Bates, Stephen Roulston, and Clare McAuley: Winners of the BERA 2022 Team Public Engagement and Impact Award.