Outputs (89)

Assessing university students’ perceptions of teacher care (2022)
Journal Article
Tang, A. L., Tung, V. W. S., Walker-Gleaves, C., & Rattray, J. (2023). Assessing university students’ perceptions of teacher care. Quality in Higher Education, 29(3), https://doi.org/10.1080/13538322.2022.2042894

This study aimed to examine university students’ perceptions of teacher care overall and in the three constructs of pedagogical care, holistic care and relational care, to consider their inclusion in quality enhancement models. Quantitative research... Read More about Assessing university students’ perceptions of teacher care.

‘Someone like-minded in a big place’: Autistic young adults’ attitudes towards autistic peer support in mainstream education (2022)
Journal Article
Crompton, C. J., Hallett, S., Axbey, H., McAuliffe, C., & Cebula, K. (2023). ‘Someone like-minded in a big place’: Autistic young adults’ attitudes towards autistic peer support in mainstream education. Autism, 27(1), 76-91. https://doi.org/10.1177/13623613221081189

Autistic young people in mainstream schools often experience low levels of peer social support, have negative perceptions of their differences and feel disconnected from their school community. Previous research findings have suggested that encouragi... Read More about ‘Someone like-minded in a big place’: Autistic young adults’ attitudes towards autistic peer support in mainstream education.

Black Pupils and School exclusions in England: What does research tell us? (2022)
Journal Article
Demie, F. (2022). Black Pupils and School exclusions in England: What does research tell us?. Sociological Review, 31(3), 18-22

The disproportionate exclusion of Black Caribbean pupils from schools has gained the attention of policy makers and parents. But what are the causes of this pattern?

Developing Understandings of Disability through a Constructivist Paradigm: Identifying, Overcoming (and Embedding) Crip-Dissonance (2022)
Journal Article
Olsen, J., & Pilson, A. (2022). Developing Understandings of Disability through a Constructivist Paradigm: Identifying, Overcoming (and Embedding) Crip-Dissonance. Scandinavian Journal of Disability Research, 24(1), 15-28. https://doi.org/10.16993/sjdr.843

This article asserts that disability can be understood more holistically if the paradigmatic stance employed to research it encompasses individual constructivism and social constructionism in tandem (thereby creating the constructivist paradigm). Ado... Read More about Developing Understandings of Disability through a Constructivist Paradigm: Identifying, Overcoming (and Embedding) Crip-Dissonance.

Sophisticated statistics cannot compensate for method effects if quantifiable structure is compromised (2022)
Journal Article
Birney, D., Beckmann, J., Beckmann, N., & Stemler, S. (2022). Sophisticated statistics cannot compensate for method effects if quantifiable structure is compromised. Frontiers in Psychology, 13, Article 812963. https://doi.org/10.3389/fpsyg.2022.812963

Researchers rely on psychometric principles when trying to gain understanding of unobservable psychological phenomena disconfounded from the methods used. Psychometric models provide us with tools to support this endeavour, but they are agnostic to t... Read More about Sophisticated statistics cannot compensate for method effects if quantifiable structure is compromised.

Segregation and the attainment gap for permanently disadvantaged pupils in England (2022)
Journal Article
Gorard, S. (2023). Segregation and the attainment gap for permanently disadvantaged pupils in England. Educational Review, 75(6), https://doi.org/10.1080/00131911.2021.2007055

This paper examines the link between the clustering of long-term disadvantaged students within schools, and the attainment gap at age 11 between these disadvantaged students and the rest. The data comes from the National Pupil Database for England fr... Read More about Segregation and the attainment gap for permanently disadvantaged pupils in England.

Locus of enunciation: insights for intercultural language teaching (2022)
Journal Article
Porto, M., & Byram, M. (2022). Locus of enunciation: insights for intercultural language teaching. Language, Culture and Curriculum, 35(4), 404-420. https://doi.org/10.1080/07908318.2021.2023562

Recent articles on the problems of ‘locus of enunciation’ have focused on research and publication as well as on theoretical development of the concept. It is an issue in teaching and learning too, and this is the focus of this article which argues t... Read More about Locus of enunciation: insights for intercultural language teaching.

The difficulty of making claims to knowledge in social science (2022)
Journal Article
Gorard, S., & Tan, Y. (2022). The difficulty of making claims to knowledge in social science. Technium Social Sciences Journal, 28(1), 170-202. https://doi.org/10.47577/tssj.v28i1.5822

This paper considers three common types of claim to research knowledge, and the relative difficulty of making each type of claim in an empirically and logically justified manner. Before this, the paper looks at some more general issues often raised w... Read More about The difficulty of making claims to knowledge in social science.

What is the evidence on the impact of Pupil Premium funding on school intakes and attainment by age 16 in England? (2022)
Journal Article
Gorard, S. (2022). What is the evidence on the impact of Pupil Premium funding on school intakes and attainment by age 16 in England?. British Educational Research Journal, 48(3), 446-468. https://doi.org/10.1002/berj.3775

The use of targeted additional funding for school-age education, intended to improve student attainment, is a widespread phenomenon internationally. It is slightly rarer that the funding is used to improve attainment specifically for the most disadva... Read More about What is the evidence on the impact of Pupil Premium funding on school intakes and attainment by age 16 in England?.

A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England (2022)
Journal Article
See, B., Morris, R., Gorard., S., Siddiqui, N., Easterbrook, M., Nieuwenhuis, M., …Banerjee, R. (2022). A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England. Educational Research and Evaluation, https://doi.org/10.1080/13803611.2021.2022317

Self-affirmation theory suggests that some potentially stigmatised groups, such as those from ethnic minority or poor families, face stereotype threats which undermine their academic performance. Engaging in value affirmation writing activities at ti... Read More about A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England.