Reviewed by: Cheryl LaGuardia, Research Librarian, Widener Library, Harvard University
The Bridge: Journal of Educational Research - Informed Practice is published by University of Leicester graduate students whose “aim is to provide a forum for original academic writing about [educational research – informed practice], as well as up-to-date critical discussions of existing literature in the field.” Originally, the contributors were also all from the University of Leicester, but as the journal has progressed it has gathered in authors from other British universities (such as the University of Birmingham, the University of Warwick, and the University of Wolverhampton) as well as from a few schools outside of Britain, such as the University of Mauritius and Korea University. Each issue contains an Editorial (outlining the issue’s content) and research articles. Some issues include think pieces, literature reviews, and book reviews, as well.
A recent issue (volume 2, issue 3, published in December 2015 – it is not easy to find publication dates of the various issues, as they are numbered on the home page but not dated) reveals the diversity of material to be found here. The research articles, “Does it Matter? Speech Acts of Refusal and pragmatic failure in an International Business Environment in Germany,” “The effectiveness of a mother tongue based education to improve learning outcomes and second language acquisition in public primary schools of Zone 3, Mauritius,” “Similarities and differences between teachers’ and students’ views on corrective feedback – Korean context,” “Holistic bias as a source of intrarater unreliability in analytic writing assessment,” “Leadership Issues When Sustaining Changes in Physics Teaching in Malta Through Professional Learning Communities,” and “Towards a theory & framework of professional role play: A thematic analysis of a management development workshop that harnesses the skills of a professional role play actor” are loosely connected by the idea of educational research, but so loosely as to be almost a random conglomeration of pieces gathered together for no discernable reason. The quality of the writing and research is uneven, and it’s difficult to get to the full-text of an article; you have to figure out that a small, embedded link below an abstract takes you to it.
This title is not likely to be particularly useful to readers beyond students at the University of Leicester.