EERA Blog
European Educational
Research Association
Easy and difficult maths problems – and why language matters
As soon as we receive a task, we judge it, whether mentally or verbally. Is it interesting, boring, easy, difficult, or worthwhile? In school, teachers and students handle a large number of tasks every day, so it is unsurprising that they do the same. For example, when looking at the maths problems below, can you immediately tell which ones you find easy and which you would find more difficult to solve?If you were then asked to sort each addition problem according to its difficulty into the following table, could you solve the task, or would you hesitate?This sorting task is commonly used in German primary schools. Let's take a closer look at it, and at the linguistic level of its...
Peer review in the era of generative AI models: An ethical call
The emergence of generative AI models, such as ChatGPT, is significantly impacting various facets of society, including research and academia. Given their ability to generate human-like text based on input data or prompts, generative AI models have profound implications for the academic community. These implications entail ethical and societal challenges within the peer review process, raising questions about the potential role of such models (Schintler, McNeely and Witte, 2023). As a reviewer, I believe that it is my responsibility to highlight and discuss these critical and timely ethical concerns. Thus, while acknowledging the potential benefits of using such models for academic...
How theory matters in feminist posthumanist new materialist research
We are four researchers at various career stages who share an interest in how feminist posthumanist new materialisms (FPNM) matters in our research, pedagogy and lives. This blog explores what FPNM theory offers educational researchers and gives examples how we have employed this in our research.I came to theory desperate … to comprehend- to grasp what was happening around and within meFeminist posthumanist new materialist theory Educational researchers and doctoral students are expected to have and/or use a conceptual or theoretical framework. From a FPNM perspective, this presumption presents some concerns: one, concepts and theories are not pre-existing things, ‘out there’, waiting for...
The EERA Office – The view from within the spaceship
Angelika Wegscheider explains what it is like to steer the ‘spaceship’ of the EERA office, the changes she has seen over the years, and the lessons she’s learned from her time with the organisation.
A European Space for Educational Research and Dialogue
Past Secretary General of EERA, Professor Lisbeth Lundahl on the importance of EERA as an open and welcoming space for educational research and discourse.
20 Years a-going – Reflecting on two decades with EERA
Past President, Professor Joe O’Hara takes a walk down memory lane to celebrate EERA’s 30th anniversary, and reflects on the developments and achievements of the organisation.
Twenty years of participating in EERA’s 30 years
In this blog post, Professor Emeritus of Educational Sciences at Utrecht University in the Netherlands, and previous EERA president, Dr Theo Wubbels reflects on his involvement in EERA over the years, and where the organisation’s future lies.
My EERA story – from novice doctoral researcher to ERG Link Convenor
ERG Link Convenor Dr Saneeya Qureshi looks back on her journey, from her first conference, to her professional and personal growth with EERA, and the friendships made along the way.
Establishing Network 27 – and trends in didactics of learning and teaching over the past decades
Professor Emeritus Brian Hudson on the establishment and development of Network 27, and the associated trends in didactics of learning and teaching over the past few decades.
EERA’s unique buzz – and the lessons I’ve learned
Professor Emeritus Terri Seddon explains why the European Conference on Educational Research became her ‘first-choice’ academic conference, and worth the long-haul flights from her home in Melbourne.
COVID-19 pandemic and the mental health and well-being of secondary school children
Research into the impact of the COVID-19 pandemic on the mental health and wellbeing of school children in England suggests that a holistic response is needed.
Experiences and benefits from collaborating in the international ethnography network
Four long-term Network 19 members, currently serving as network convenors, share their stories and insights into what the network means to them.
Write for the EERA Blog
If you’d like to contribute to the EERA blog, take a look at our Submission Guidelines to find out how to successfully pitch a blog post to our Editorial Team. Then send us a quick email to blog-mail@eera.eu
We look forward to hearing from you