Outputs (168)

Poverty Proofing the School Day: Evaluation and Development Report (2016)
Report
Mazzoli Smith, L., & Todd, L. (2016). Poverty Proofing the School Day: Evaluation and Development Report. [No known commissioning body]

The aim of Poverty Proofing the School Day is to remove barriers to learning which exist because of the impacts of living in poverty. The Poverty Proofing audit consists of a whole-school evaluation, a written report and action plan and training for... Read More about Poverty Proofing the School Day: Evaluation and Development Report.

Damaging real lives through obstinacy: re-emphasising why significance testing is wrong (2016)
Journal Article
Gorard, S. (2016). Damaging real lives through obstinacy: re-emphasising why significance testing is wrong. Sociological Research Online, 21(1), Article 2. https://doi.org/10.5153/sro.3857

This paper reminds readers of the absurdity of statistical significance testing, despite its continued widespread use as a supposed method for analysing numeric data. There have been complaints about the poor quality of research employing significanc... Read More about Damaging real lives through obstinacy: re-emphasising why significance testing is wrong.

Does the use of contextual data help or hinder widening participation? (2016)
Presentation / Conference Contribution
Gorard, S. (2016, February). Does the use of contextual data help or hinder widening participation?. Paper presented at Researching the Micro and Local in Widening Participation Practice: Seminar 2, Sheffield University

Metamorphosis and the management of change (2016)
Journal Article
Smith, R. (2016). Metamorphosis and the management of change. Journal of Philosophy of Education, 50(1), 8-19. https://doi.org/10.1111/1467-9752.12169

Talk of educational reform and of the importance of ‘the management of change’ in education and elsewhere is still in vogue. However it often seems concerned to persuade us that if we engage fully with change rather than resisting it we will find our... Read More about Metamorphosis and the management of change.

Impact of contact on adolescents’ mental health literacy and stigma: the SchoolSpace cluster randomised controlled trial (2016)
Journal Article
Chisholm, K., Patterson, P., Torgerson, C., Turner, E., Jenkinson, D., & Birchwood, M. (2016). Impact of contact on adolescents’ mental health literacy and stigma: the SchoolSpace cluster randomised controlled trial. BMJ Open, 6(2), Article e009435. https://doi.org/10.1136/bmjopen-2015-009435

Objectives To investigate whether intergroup contact in addition to education is more effective than education alone in reducing stigma of mental illness in adolescents. Design A pragmatic cluster randomised controlled trial compared education alone... Read More about Impact of contact on adolescents’ mental health literacy and stigma: the SchoolSpace cluster randomised controlled trial.

Explaining the number of counterfactual cases needed to disturb a finding: a reply to Kuha and Sturgis (2016)
Journal Article
Gorard, S., & Gorard, J. (2016). Explaining the number of counterfactual cases needed to disturb a finding: a reply to Kuha and Sturgis. International Journal of Social Research Methodology, 19(4), 497-499. https://doi.org/10.1080/13645579.2015.1126494

This brief paper is an extension of our original paper What to do instead of significance testing? Calculating the ‘number of counterfactual cases needed to disturb a finding’, following a response by Jouni Kuha and Patrick Stugis. It shows how their... Read More about Explaining the number of counterfactual cases needed to disturb a finding: a reply to Kuha and Sturgis.

Using creativity to predict future academic performance: An application of Aurora's five subtests for creativity (2016)
Journal Article
Mourgues, C., Tan, M., Hein, S., Elliott, J., & Grigorenko, E. (2016). Using creativity to predict future academic performance: An application of Aurora's five subtests for creativity. Learning and Individual Differences, 51, 378-386. https://doi.org/10.1016/j.lindif.2016.02.001

In this study, we investigated the specific contribution of creativity, as assessed by the five creativity subtests of the Aurora Battery, to future academic performance, independently of past academic performance. Specifically, in a sample of 1165 7... Read More about Using creativity to predict future academic performance: An application of Aurora's five subtests for creativity.

Digital Scholarship: Recognizing New Practices in Academia (2016)
Book Chapter
Costa, C., & Murphy, M. (2016). Digital Scholarship: Recognizing New Practices in Academia. In Encyclopedia of Educational Philosophy and Theory. https://doi.org/10.1007/978-981-287-532-7_259-1

Developing a Guiding Protocol for the Moderation of Summative Assessments (2016)
Journal Article
McGuire, W., & Raaper, R. (2016). Developing a Guiding Protocol for the Moderation of Summative Assessments. Journal of perspectives in applied academic practice, 4(1), 36-43. https://doi.org/10.14297/jpaap.v4i1.197

According to literature, assessment moderation is a process for assuring ‘valid, fair and reliable’ assessment outcomes but also consistency of applied marking criteria. While being an important area in assessment, moderation is often referred as an... Read More about Developing a Guiding Protocol for the Moderation of Summative Assessments.

What Works or What's Worked? Evidence from Education in the United Kingdom (2016)
Journal Article
Katsipataki, M., & Higgins, S. (2016). What Works or What's Worked? Evidence from Education in the United Kingdom. Procedia: social & behavioral sciences, 217, 903-909. https://doi.org/10.1016/j.sbspro.2016.02.030

This paper deliberates the quality of existing evidence on educational school-based interventions aiming to improve pupils’ attainment. An overall picture as well as more specific examples derived from the “Sutton Trust-Education Endowment Foundation... Read More about What Works or What's Worked? Evidence from Education in the United Kingdom.