All Outputs (35)

An evaluation of Code Club (2024)
Report
Siddiqui, N., Gorard, S., See, B. H., & Gazmuri, C. (2024). An evaluation of Code Club. Durham University Evidence Centre for Education

Code Club is a volunteer-led initiative run by the Raspberry Pi Foundation (RPF). The club activities are usually after-school programmes which offer opportunities for young people aged 9 to 13 to learn and develop skills for coding. The Raspberry Pi... Read More about An evaluation of Code Club.

An evidence-based plan for addressing poverty with and through education settings (2024)
Report
Balmer, S., Black, N. M., Brown, C., Cookson, R., Crossley, S., Eddy, L., …Taylor-Robinson, D. (2024). An evidence-based plan for addressing poverty with and through education settings. N8 Research Partnership

Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention (2023)
Report
Nguyen, D., See, B. H., Brown, C., & Kokotsaki, D. (2023). Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention. Education Edowment Foundation

Teacher retention has been a persistent challenge internationally and in England. Failure to recruit and retain qualified teachers may result in teacher shortage that has a negative effect on student learning. This issue is exacerbated in challenging... Read More about Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention.

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.

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

The Child of the North: Building a fairer future after COVID-19 (2021)
Report
Pickett, K., & Taylor-Robinson, D. (2021). The Child of the North: Building a fairer future after COVID-19. London: Northern Health Science Alliance and N8 Research Partnership

Children in the North are more likely to live in poverty than those in the rest of England – and increasingly so. Poverty is the lead driver of inequalities between children in the North and their counterparts in the rest of the country, leading to w... Read More about The Child of the North: Building a fairer future after COVID-19.

Writing about Values: Addendum report (2020)
Report
See, B., Gorard, S., Morris, B., & Siddiqui, N. (2020). Writing about Values: Addendum report. [No known commissioning body]

Who wants to be a teacher? Findings from a survey of undergraduates in England (2020)
Report
Gorard, S., Ventista, O., Morris, R., & See, B. H. (2020). Who wants to be a teacher? Findings from a survey of undergraduates in England. [No known commissioning body]

Evaluation of the National Literacy Trust's Literacy for Life programme (2019)
Report
See, B., Gorard, S., Morris, R., & Siddiqui, N. (2019). Evaluation of the National Literacy Trust's Literacy for Life programme. [No known commissioning body]

This is the final report on the three years of implementation of the Literacy for Life (LfL) programme developed by the National Literacy Trust and implemented by school leaders and trained teachers in six secondary academies. The programme ran from... Read More about Evaluation of the National Literacy Trust's Literacy for Life programme.

Writing About Values: Evaluation report and executive summary November 2018 (2018)
Report
See, B., Morris, R., Gorard, S., & Siddiqui, N. (2018). Writing About Values: Evaluation report and executive summary November 2018. [No known commissioning body]

Maths Counts intervention: Evaluation report and executive summary (2018)
Report
See, B., Morris, R., Gorard, S., & Siddiqui, N. (2018). Maths Counts intervention: Evaluation report and executive summary. [No known commissioning body]

UK Space Agency Principia Education Programme Report: The reach and spread of its projects (2017)
Report
See, B., Morris, R., Gorard, S., & Griffin, N. (2017). UK Space Agency Principia Education Programme Report: The reach and spread of its projects. UK Space Agency

Increasing the number of pupils and young people studying STEM subjects (science, technology, engineering and maths) has been a concern for successive UK governments in the last two decades. In 2014 the Prime Minister claimed that maths, science and... Read More about UK Space Agency Principia Education Programme Report: The reach and spread of its projects.

Children's University and Youth Social Action, Evaluation Report and Executive Summary (2017)
Report
Siddiqui, N., Gorard, S., & See, B. (2017). Children's University and Youth Social Action, Evaluation Report and Executive Summary. Education Endowment Foundation

Non-cognitive impacts of Philosophy for Children (2017)
Report
Siddiqui, N., Gorard, S., & See, B. (2017). Non-cognitive impacts of Philosophy for Children. [No known commissioning body]

Schools are places where children can learn behaviour, skills and attitudes that have lifelong relevance, in addition to the formal curriculum of subjects. In England, despite a continuing emphasis on attainment, there are clear moves to consider als... Read More about Non-cognitive impacts of Philosophy for Children.

Literacy for Life - An interim evaluation report (2016)
Report
Gorard, S., See, B., & Morris, R. (2016). Literacy for Life - An interim evaluation report. [No known commissioning body]

Youth Social Actions Trials: Youth United Evaluation report and executive summary (2016)
Report
Evaluation report and executive summary. [No known commissioning body]

Teacher Review of effective teaching approaches in primary schools (2016)
Report
Gorard, S., See, B., & Morris, R. (2016). Teacher Review of effective teaching approaches in primary schools. Department for Education

Review of effective teaching approaches in primary schools – Overview, conclusions and implications (2016)
Report
Gorard, S., & See, B. (2016). Review of effective teaching approaches in primary schools – Overview, conclusions and implications. Department for Education

Philosophy for Children: SAPERE, Evaluation Report and Executive Summary, EEF (2015)
Report
Gorard, S., Siddiqui, N., & See, B. (2015). Philosophy for Children: SAPERE, Evaluation Report and Executive Summary, EEF. [No known commissioning body]

This study is an independent evaluation of the intervention called ‘Philosophy for Children’ (P4C). The aim of evaluation was to investigate the impact of P4C on year 6 pupils’ academic attainment after a yearlong practice of intervention in the prim... Read More about Philosophy for Children: SAPERE, Evaluation Report and Executive Summary, EEF.