The Eton Journal for Innovation and Research in Education publishes pieces by teachers, academics, pupils, and experts aiming to advance our understanding of what works in teaching and learning.
The Eton Journal for Innovation and Research in Education was launched in 2018. The articles include research pieces, reflections, student voice, and theoretical pieces, among others. The aim of the journal is to understand interdisciplinary approaches to issues around education and teaching and learning. We want to provide a platform for educators and teachers from different professional backgrounds to publish their work and encourage an active dialogue across contexts.
21 June 2023
This issue delves into the importance of partnerships, highlighting how research and innovation centres (CIRLs) can serve as catalysts for fostering closer ties between educational entities. By sharing resources and promoting professional development, these centres provide a blueprint for creating robust networks that benefit all involved parties
18 June 2022
This issue of the journal seeks to explore some of the changes that teachers have made to their practice and considers the factors that influenced those changes. One of the aims of the reflective process is to encourage teachers to work with others as a way of sharing best practice and drawing upon other practitioners for support. We hope that this issue of the journal will function in a similar way.
2 July 2021
This journal issue takes the discussion a step further and we are hoping to re-imagine education through reflecting on what the aims of education are and how it can contribute towards human fulfilment. There is a growing body of academics and educators working in the space of human flourishing, education which promotes happiness, and character education, all of which link to the idea of how education can ensure students fulfil their potential during and after their education. This journal issue forms part of this wider discussion, and the contributors come from and draw upon several disciplines and theoretical standpoints.
24 November 2020
The articles in this issue- whether research, reflective accounts, or opinion pieces, drawing upon numerous areas and disciplines - all invite us to pause and to reflect on our practice and our understanding of education. Few events in history have brought such rapid changes in the way we operate and conduct our lives. Perhaps, as the articles in this issue suggest, this is a time to act upon the saying that ‘we should never waste a good crisis’.
12 June 2020
The articles for this issue and the theme ‘Tradition and Change’ were decided before the unprecedented changes brought upon education by Covid-19. At the beginning of this year, no one could have predicted that months would be spent in front of screens while students were learning remotely or that half the world’s student population would be out of school or university.
10 November 2019
Evidence suggests that when character skills and virtues are fostered, we can observe increased wellbeing and academic attainment.
Dr Iro Konstantinou explores the multitude of reasons why character can and should be explored in schools.
14 June 2019
The OECD (2019) report on how social, political and economic forces affect education trends is very timely. It poses questions about whether education is about preparing pupils for a future dominated by AI, how an ageing population will cope with lifelong learning, and what the impact of climate change will be not only on schools but also on communities and families.
17 June 2018
Eton has a long tradition as a pioneering school dating back to its foundation by a teenage King Henry VI to provide a free education to poor scholars. As rapid changes sweep across the world in education over half a millennium later, Eton remains committed to uniting tradition with forward thinking and disciplined experimentation.