The TEAMS project addresses the urgent need to understand the challenges and opportunities for schools, as they respond to the increased number of migrants in classrooms.
- Teaching that matters for migrant students (TEAMS)
- Excluded Lives: Political Economies of School Exclusion in the UK
- In isolation instead of in school (INISS): Young people’s experiences of COVID-19 and effects on mental health and education
- The Impact of COVID-19 on Teaching Practice and Opportunities for Internship
- Increasing Participation by BAME Students at the University of Edinburgh: Understanding School Pupils’ HE Decision-Making
This Economic and Social Research Council (ESRC) large grant aims to advance a multi-disciplinary understanding, and home-international comparison, of the political economies of exclusion, and how more equitable outcomes can be achieved for pupils, their families, and professionals.
In isolation instead of in school (INISS) is a study asking young people from every Scottish community to share their experiences of Covid 19 and the effects of school closures and national exam cancellations on mental health and wellbeing.
The University of Edinburgh is committed to increasing the number and proportion of undergraduate students from BAME backgrounds, with a particular emphasis on widening participation for local students, but more knowledge is required to understand existing patterns of participation and the measures which are likely to improve institutional performance.
- Professor Riddell's presentation to 'Re/framing Educational Equity: An international collaboration' webinar
- Latest TEAMS Newsletter (Issue August 2021)
- Sarazin selected as EARLI's senior coordinator of SIG on Methods in Learning Research
- Podcast of SoLAR
- Podcast of Prof Ellen Boeren on adult education landscape
- Blog article ‘Is it possible to think big thoughts virtually?’ by Dr Murray
- Impacts of COVID-19 on teaching practice project featured on UoE blog
- 'Restorative Justice in Education' webinar recording available
- INISS project final report published
- Latest title on autonomy, rights and children with SENs