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Outputs (6)

Can ‘Philosophy for Children’ improve primary school attainment? (2016)
Journal Article
Gorard, S., Siddiqui, N., & See, B. (2017). Can ‘Philosophy for Children’ improve primary school attainment?. Journal of Philosophy of Education, 51(1), 5-22. https://doi.org/10.1111/1467-9752.12227

There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as l... Read More about Can ‘Philosophy for Children’ improve primary school attainment?.

Grammar schools in England: a new approach to analysing their intakes and outcomes (2016)
Report
Gorard, S., & Siddiqui, N. (2016). Grammar schools in England: a new approach to analysing their intakes and outcomes. [No known commissioning body]

This paper forms part of a larger investigation of indicators of disadvantage and how they may be improved or supplemented in order to track school intakes and results better. Here our evolving dataset based on the National Pupil Database in England... Read More about Grammar schools in England: a new approach to analysing their intakes and outcomes.

What works and what fails? Evidence from seven popular literacy ‘catch-up’ schemes for the transition to secondary school in England (2016)
Journal Article
Gorard, S., Siddiqui, N., & See, B. (2017). What works and what fails? Evidence from seven popular literacy ‘catch-up’ schemes for the transition to secondary school in England. Research Papers in Education, 32(5), 626-648. https://doi.org/10.1080/02671522.2016.1225811

There are concerns that too many young people, from disadvantaged backgrounds, are moving into secondary education in the UK, and elsewhere, without the necessary literacy skills to make progress with the wider secondary school curriculum. A large nu... Read More about What works and what fails? Evidence from seven popular literacy ‘catch-up’ schemes for the transition to secondary school in England.

Which school interventions are beneficial for the development of non-cognitive skills of primary school students? A review of existing evidence (2016)
Presentation / Conference Contribution
Ventista, O., & Siddiqui, N. (2016, August). Which school interventions are beneficial for the development of non-cognitive skills of primary school students? A review of existing evidence. Paper presented at The European Conference of Educational Research (ECER) 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers., Dublin, Ireland

The impact of school interventions on attainment –and particularly on Reading and Mathematics - is the focus of educational policies and educational research. However, it can be questioned whether this type of knowledge is indeed important for the la... Read More about Which school interventions are beneficial for the development of non-cognitive skills of primary school students? A review of existing evidence.

An evaluation of Fresh Start as a catch-up intervention: A trial conducted by teachers (2016)
Journal Article
Gorard, S., Siddiqui, N., & See, B. (2016). An evaluation of Fresh Start as a catch-up intervention: A trial conducted by teachers. Educational Studies, 42(1), 98-113. https://doi.org/10.1080/03055698.2016.1148587

This paper describes a randomised controlled trial conducted with 10 secondary schools in England to evaluate the impact and feasibility of Fresh Start as an intervention to help new entrants with low prior literacy. Fresh Start is a synthetic phonic... Read More about An evaluation of Fresh Start as a catch-up intervention: A trial conducted by teachers.