Outputs (13)

Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India (2022)
Report
Siddiqui, N., Gorard, S., Bulsari, S., Saeed, S., Sarfaraz, H., See, B. H., …Pandya, K. (2022). Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India. Durham University Evidence Centre for Education

School is a long-term intervention in children’s lives. Children spend many hours in school where the expectation is that the activities will boost their natural growth and academic potential in the most receptive years of development. However, learn... Read More about Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India.

Who becomes a teacher and why? (2022)
Journal Article
See, B. H., Munthe, E., Ross, S. A., Hitt, L., & El Soufi, N. (2022). Who becomes a teacher and why?. Review of Education, 10(3), https://doi.org/10.1002/rev3.3377

This paper reports on a comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work on the main factors influencing people's decisions to be teachers or not. Four search engines, including Google... Read More about Who becomes a teacher and why?.

How to get more people into teaching?: Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career (2022)
Journal Article
Gorard, S., See, B., & Morris, R. (2022). How to get more people into teaching?: Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career. Education Sciences, 12(11), Article 767. https://doi.org/10.3390/educsci12110767

Understanding people’s perceptions of teaching as an occupation, and their motivation or oth-erwise to teach, can help identify which initiatives/policies are most promising in improving teacher recruitment. Previous studies have often sought only th... Read More about How to get more people into teaching?: Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career.

Making schools better for disadvantaged students (2022)
Book
Gorard, S., See, B., & Siddiqui, N. (2022). Making schools better for disadvantaged students. Routledge. https://doi.org/10.4324/9781003287353

Tackling teacher shortages: doing the right thing at the right time and with the right evidence (2022)
Book Chapter
See, B. H., Gorard, S., & Morris, R. (2023). Tackling teacher shortages: doing the right thing at the right time and with the right evidence. In R. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (Fourth Edition) (655-670). Elsevier. https://doi.org/10.1016/b978-0-12-818630-5.04084-7

Teacher shortages are influenced by a complicated interaction of factors. Most prior research does not consider such complexities, resulting in misleading interpretations of the problem and ineffective solutions. Findings from our multi-pronged resea... Read More about Tackling teacher shortages: doing the right thing at the right time and with the right evidence.

Ethnic disproportionality in the school teaching workforce in England (2022)
Journal Article
Demie, F., & See, B. H. (2023). Ethnic disproportionality in the school teaching workforce in England. Equity in education & society, 2(1), 3-27. https://doi.org/10.1177/27526461221134291

The disproportionality in the school workforce in England’s schools has drawn little interest from policymakers and education practitioners. This article addresses the noted gap in the literature and provides trends empirical evidence in England’s te... Read More about Ethnic disproportionality in the school teaching workforce in England.

How do Chinese students’ critical thinking compare with other students?: a structured review of the existing evidence (2022)
Journal Article
Fan, K., & See, B. (2022). How do Chinese students’ critical thinking compare with other students?: a structured review of the existing evidence. Thinking Skills and Creativity, 46, Article 101145. https://doi.org/10.1016/j.tsc.2022.101145

An increasing number of Chinese students are now studying abroad in western universities, and there is a widespread concern among western academics that Chinese students are not trained to have a critical mind. However, there is little empirical evid... Read More about How do Chinese students’ critical thinking compare with other students?: a structured review of the existing evidence.

Recruiting and retaining teachers in kindergarten and schools - a knowledge base (2022)
Report
Munthe, E., & See, B. (2022). Recruiting and retaining teachers in kindergarten and schools - a knowledge base. Knowledge Center for Education, University of Stavanger

Recruiting and retaining teachers in kindergarten and schools - a knowledge base Appendix (2022)
Report
Munthe, E., & See, B. (2022). Recruiting and retaining teachers in kindergarten and schools - a knowledge base Appendix. Knowledge Center for Education, University of Stavanger

Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children (2022)
Journal Article
Siddiqui, N., Gorard, S., & See, B. (2022). Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children. Education Sciences, 12(5), Article 322. https://doi.org/10.3390/educsci12050322

Non-cognitive learning taking place at school helps form dispositions that can be as important as cognitive outcomes in terms of lifelong relevance. There are diverse interventions and school-based programmes targeting non-cognitive skills, but the e... Read More about Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children.