All Outputs (76)

The importance of process evaluation for randomised control trials in education (2018)
Journal Article
Siddiqui, N., Gorard, S., & See, B. (2018). The importance of process evaluation for randomised control trials in education. Educational Research, 60(3), 357-370. https://doi.org/10.1080/00131881.2018.1493349

Background: Educational interventions are often complex, and their outcomes could be due to factors not focused on in the impact evaluation. Therefore, educational evaluations using a randomised control trial (RCT) design approach need to go beyond o... Read More about The importance of process evaluation for randomised control trials in education.

Some basic observations on conducting a systematic review: A brief reply to Goldstein, Vatalaro and Yair (2018)
Journal Article
See, B., & Gorard, S. (2018). Some basic observations on conducting a systematic review: A brief reply to Goldstein, Vatalaro and Yair. Journal of Children's Services, 13(2), 57-63. https://doi.org/10.1108/jcs-11-2017-0051

Purpose: The purpose of this paper is to provide a response to Goldstein et al.’s (2017) attempted rebuttal of the authors’ prior paper in this journal (See and Gorard 2015). Design/methodology/approach: The prior paper reported a systematic review o... Read More about Some basic observations on conducting a systematic review: A brief reply to Goldstein, Vatalaro and Yair.

A feasibility study of the impact of the Kodály-inspired music programme on the developmental outcomes of four to five year olds in England (2018)
Journal Article
See, B., & Ibbotson, L. (2018). A feasibility study of the impact of the Kodály-inspired music programme on the developmental outcomes of four to five year olds in England. International Journal of Educational Research, 89, 10-21. https://doi.org/10.1016/j.ijer.2018.03.002

The Kodaly approach to music is a fun and interactive way to introduce music to young children. There is currently some evidence suggesting that this approach to music training can have beneficial effects on children. No rigorous studies, however, ha... Read More about A feasibility study of the impact of the Kodály-inspired music programme on the developmental outcomes of four to five year olds in England.

Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature (2017)
Journal Article
See, B. (2018). Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature. Review of Research in Education, 102(1), 37-61. https://doi.org/10.1177/0034523717741915

With the push for evidence-informed policy and practice, schools and policy makers are now increasingly encouraged and supported to use and enagage with research evidence. This means that consumers of research will now need to be discerning in judgin... Read More about Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature.

Does participation in uniformed group activities in school improve young people’s non-cognitive outcomes? (2017)
Journal Article
See, B., Gorard, S., & Siddiqui, N. (2017). Does participation in uniformed group activities in school improve young people’s non-cognitive outcomes?. International Journal of Educational Research, 85, 109-120. https://doi.org/10.1016/j.ijer.2017.07.002

Recent concerns about extremism, and young people’s vulnerability to exposure of radicalisation and such negative influences, have increased interest in young people’s participation in civic activities. There is some evidence that such activities at... Read More about Does participation in uniformed group activities in school improve young people’s non-cognitive outcomes?.

Can explicit teaching of knowledge improve reading attainment? An evaluation of the core knowledge curriculum (2017)
Journal Article
See, B., Gorard, S., & Siddiqui, N. (2017). Can explicit teaching of knowledge improve reading attainment? An evaluation of the core knowledge curriculum. British Educational Research Journal, 43(2), 372-393. https://doi.org/10.1002/berj.3278

In England, as elsewhere, there is a tension in primary schools between imparting knowledge and teaching basic skills like literacy and numeracy. State-mandated programmes are generally concerned with structure and skills. However, a number of minist... Read More about Can explicit teaching of knowledge improve reading attainment? An evaluation of the core knowledge curriculum.

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?.

An investigation into the teaching and learning of argumentation in first year undergraduate courses: A pilot study (2016)
Journal Article
See, B. (2016). An investigation into the teaching and learning of argumentation in first year undergraduate courses: A pilot study. British journal of education, society & behavioural science, 18(4), 1-25. https://doi.org/10.9734/bjesbs/2016/29659

A fundamental role of universities is to develop independent and critical thinkers. An effective strategy to do this is a good command of argumentative skills. This paper presents the results of a one-year pilot study examining the teaching and learn... Read More about An investigation into the teaching and learning of argumentation in first year undergraduate courses: A pilot study.

Understanding the moral values of young people and the key influences on their character development (2016)
Journal Article
See, B. (2018). Understanding the moral values of young people and the key influences on their character development. Interdisciplinary education and psychology, 2(2), Article 1

The aim of the paper is to explore young people’s perceptions of moral values and the kind of influences that shape their behaviour. The study is based on the perceptions of 1,997 children in England at the point of transition from primary to seconda... Read More about Understanding the moral values of young people and the key influences on their character development.

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.

Context and Implications Document for: Impact of arts education on children's learning and wider outcomes (2016)
Journal Article
See, B., & Kokotsaki, D. (2016). Context and Implications Document for: Impact of arts education on children's learning and wider outcomes. Review of Education, 4(3), 263-265. https://doi.org/10.1002/rev3.3074

This guide accompanies the following article: Beng Huat See and Dimitra Kokotsaki, Impact of arts education on children's learning and wider outcomes, Review of Education, DOI: 10.1002/rev3.3070

Impact of arts education on children’s learning and wider outcomes (2016)
Journal Article
See, B., & Kokotsaki, D. (2016). Impact of arts education on children’s learning and wider outcomes. Review of Education, 4(3), 234-262. https://doi.org/10.1002/rev3.3070

Almost every educational system in the world regards numeracy and literacy as more important than the arts. In the UK arts interest groups and politicians have, for years, asked for arts education to be accorded the same priority arguing that arts co... Read More about Impact of arts education on children’s learning and wider outcomes.

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.

Teachers’ use of research evidence in practice: a pilot study of feedback to enhance learning (2015)
Journal Article
See, B., Gorard, S., & Siddiqui, N. (2016). Teachers’ use of research evidence in practice: a pilot study of feedback to enhance learning. Educational Research, 58(1), 56-72. https://doi.org/10.1080/00131881.2015.1117798

Background: There is worldwide interest in improving the effectiveness of teachers and teaching. This paper considers two strands of that interest. It revisits the impact of using enhanced feedback from teachers to pupils as a way of improving attain... Read More about Teachers’ use of research evidence in practice: a pilot study of feedback to enhance learning.

Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme (2015)
Journal Article
See, B., Gorard, S., & Siddiqui, N. (2015). Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme. Studies in Educational Evaluation, 47, 83-92. https://doi.org/10.1016/j.stueduc.2015.09.003

This paper presents the findings of the first independent UK evaluation of a large-scale randomised controlled trial of Response-to-Intervention, used as a catch-up literacy intervention. A total of 385 pupils in their final year of primary school (Y... Read More about Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme.

Does intervening to enhance parental involvement in education lead to better academic results for children? An extended review (2015)
Journal Article
See, B., & Gorard, S. (2015). Does intervening to enhance parental involvement in education lead to better academic results for children? An extended review. Journal of Children's Services, 10(3), 252-264. https://doi.org/10.1108/jcs-02-2015-0008

Purpose – The purpose of this paper is to summarise the results of a review of the literature linking parental involvement in their child’s education to attainment at or before primary school. Design/methodology/approach – The search involved nine el... Read More about Does intervening to enhance parental involvement in education lead to better academic results for children? An extended review.

How effective is a summer school for catch-up attainment in English and maths? (2015)
Journal Article
Gorard, S., Siddiqui, N., & See, B. (2015). How effective is a summer school for catch-up attainment in English and maths?. International Journal of Educational Research, 73, 1-11. https://doi.org/10.1016/j.ijer.2015.07.003

The current study is an efficacy trial of a summer school programme, targeted at literacy and numeracy catch-up for pupils in years 5 and 6. During the summer holidays the intervention provided extra schooling in English and maths along with a wide v... Read More about How effective is a summer school for catch-up attainment in English and maths?.

Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase (2015)
Journal Article
Siddiqui, N., Gorard, S., & See, B. (2015). Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase. Educational Review, 68(2), 139-154. https://doi.org/10.1080/00131911.2015.1067883

This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the hab... Read More about Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase.

The role of parents in young people’s education — a critical review of the causal evidence (2015)
Journal Article
See, B., & Gorard, S. (2015). The role of parents in young people’s education — a critical review of the causal evidence. Oxford Review of Education, 41(3), 346-366. https://doi.org/10.1080/03054985.2015.1031648

There is currently a considerable body of research suggesting that parental involvement is linked to young people’s attainment at school. It is also generally agreed that a number of factors such as parental background, attention, warmth and parentin... Read More about The role of parents in young people’s education — a critical review of the causal evidence.

A proposal for judging the trustworthiness of research findings (2015)
Journal Article
Gorard, S. (online). A proposal for judging the trustworthiness of research findings

This paper offers a procedure for, and a description of the elements involved in judging how trustworthy a research finding is. The idea could be of value to the users of research evidence and to researchers themselves when setting out to create trus... Read More about A proposal for judging the trustworthiness of research findings.