All Outputs (12)

Can programmes like Philosophy for Children help schools to look beyond academic attainment? (2017)
Journal Article
Siddiqui, N., Gorard, S., & See, B. (2019). Can programmes like Philosophy for Children help schools to look beyond academic attainment?. Educational Review, 71(2), 146-165. https://doi.org/10.1080/00131911.2017.1400948

Schools are places where children can learn behaviour, skills and attitudes that have lifelong relevance. In England, despite the continuing emphasis on attainment, there are clear moves to consider also the wider and non-cognitive outcomes of school... Read More about Can programmes like Philosophy for Children help schools to look beyond academic attainment?.

Parental education as a determinant of school choice: A comparative study of school types in Pakistan (2017)
Journal Article
Siddiqui, N. (2017). Parental education as a determinant of school choice: A comparative study of school types in Pakistan. Research in Education, 99(1), 3-18. https://doi.org/10.1177/0034523717725862

In Pakistan, school education is not compulsory for children and, therefore, sending a child to school is a matter of choice for parents. For those parents who choose school education for their children the options are government schools, private fee... Read More about Parental education as a determinant of school choice: A comparative study of school types in Pakistan.

How can we widen participation in higher education? The promise of contextualised admissions (2017)
Book Chapter
Boliver, V., Gorard, S., & Siddiqui, N. (2017). How can we widen participation in higher education? The promise of contextualised admissions. In R. Deem, & H. Eggins (Eds.), The university as a critical institution? (95-110). Sense Publishers. https://doi.org/10.1007/978-94-6351-116-2_6

Widening participation in higher education has been on the UK policy agenda for more than fifty years. Yet, despite some progress across the UK higher education sector overall (DfE, 2016), students from less socioeconomically advantaged backgrounds r... Read More about How can we widen participation in higher education? The promise of contextualised admissions.

The trials of evidence-based education. (2017)
Book
Gorard, S., See, B., & Siddiqui, N. (2017). The trials of evidence-based education. Routledge

The Trials of Evidence-based Education explores the promise, limitations and achievements of evidence-based policy and practice, as the attention of funders moves from a sole focus on attainment outcomes to political concern about character-building... Read More about The trials of evidence-based education..

An Analysis of School-Based Contextual Indicators for Possible Use in Widening Participation (2017)
Journal Article
Gorard, S., Siddiqui, N., & Boliver, V. (2017). An Analysis of School-Based Contextual Indicators for Possible Use in Widening Participation. Higher Education Studies, 7(2), Article 79. https://doi.org/10.5539/hes.v7n2p79

This paper looks at the National Pupil Database for England in terms of variables that could be used by universities to help them assess undergraduate applications. Where a young person is obviously disadvantaged, this can be taken into account in co... Read More about An Analysis of School-Based Contextual Indicators for Possible Use in Widening Participation.

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

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.

Which are the most suitable contextual indicators for use in widening participation to HE? (2017)
Working Paper
Gorard, S., Boliver, V., Siddiqui, N., Banerjee, P., & Morris, R. (2017). Which are the most suitable contextual indicators for use in widening participation to HE?

UK universities are increasingly making decisions about undergraduate admissions with reference to various contextual indicators which are intended to identify whether or not an applicant comes from a disadvantaged family, neighbourhood or school env... Read More about Which are the most suitable contextual indicators for use in widening participation to HE?.

Comparing government and private schools in Pakistan: the way forward for universal education (2017)
Journal Article
Siddiqui, N., & Gorard, S. (2017). Comparing government and private schools in Pakistan: the way forward for universal education. International Journal of Educational Research, 82, 159-169. https://doi.org/10.1016/j.ijer.2017.01.007

This paper presents an analysis of children’s proficiency in English, reading and maths on the basis of a citizen-led household survey run by the Annual Statistics of Education Report (ASER) in Pakistan in 2014. Our main analysis involves a sub-group... Read More about Comparing government and private schools in Pakistan: the way forward for universal education.

Socio-economic segregation of disadvantaged children between schools in Pakistan: comparing the state and private sector (2017)
Journal Article
Siddiqui, N. (2017). Socio-economic segregation of disadvantaged children between schools in Pakistan: comparing the state and private sector. Educational Studies, 43(4), 391-409. https://doi.org/10.1080/03055698.2016.1277139

The distribution of children in different school-types and regions in Pakistan suggests that access and opportunities in education are not evenly accessible for many children. Segregation at school level is an important concern for equity and social... Read More about Socio-economic segregation of disadvantaged children between schools in Pakistan: comparing the state and private sector.

An analysis of contextual and other indicators of HE students for possible use in widening participation (2017)
Working Paper
Gorard, S., Siddiqui, N., & Boliver, V. (2017). An analysis of contextual and other indicators of HE students for possible use in widening participation

This paper looks at the HESA statistics for all students at university at HEIs in England from 2008/9 to 2011/12, linked to the National Pupil Database (NPD), with records for all pupils in England who ended Key Stage 4 (KS4) in 2006.This limits the... Read More about An analysis of contextual and other indicators of HE students for possible use in widening participation.

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.