All Outputs (58)

A survey of children’s learning and non-cognitive attitudes in England and Pakistan (2024)
Journal Article
Siddiqui, N., & Gorard, S. (2024). A survey of children’s learning and non-cognitive attitudes in England and Pakistan. Educational Review, https://doi.org/10.1080/00131911.2024.2331121

Children’s learning attitudes and social emotional skills can be shaped by their family background and school experiences. This study compares 832 children aged 10-11 years old attending primary and middle schools in England and Pakistan, who com... Read More about A survey of children’s learning and non-cognitive attitudes in England and Pakistan.

Special issue: Gender equality and education (2023)
Journal Article
Daniel, J., & Siddiqui, N. (2023). Special issue: Gender equality and education. Review of Education, 11(3), Article e3456. https://doi.org/10.1002/rev3.3456

This special issue presents a compilation of scholarly articles on gender equality in education. This issue is particularly timely, aligning with the United Nations' Sustainable Development Goal 5, which emphasises the importance of achieving gender... Read More about Special issue: Gender equality and education.

Understanding the Patterns of Hate Incidents and Reporting Attitudes at a UK University (2023)
Journal Article
Siddiqui, N., Towl, G., Matthewson, J., & Earnshaw, M. (2023). Understanding the Patterns of Hate Incidents and Reporting Attitudes at a UK University. Qeios, https://doi.org/10.32388/D3PO6I

Widening participation, through diversity and inclusion, has become a major goal to achieve in UK Higher Education, with the potential of the most able, rather than simply the socially advantaged, attending university. Addressing challenges of racism... Read More about Understanding the Patterns of Hate Incidents and Reporting Attitudes at a UK University.

How finance-based interventions can improve attainment at school for disadvantaged students: A review of international evidence (2023)
Journal Article
See, B., Gorard, S., Siddiqui, N., Hitt, L., el-Soufi, N., & Lu, B. (2023). How finance-based interventions can improve attainment at school for disadvantaged students: A review of international evidence. Educational Research and Evaluation, https://doi.org/10.1080/13803611.2023.2273540

The challenge of improving attainment in schools has been a longstanding issue, particularly in developing countries. This paper uses a structured review to examine the best causal evidence from research worldwide on the impact of various strategies,... Read More about How finance-based interventions can improve attainment at school for disadvantaged students: A review of international evidence.

Improving Attendance and Enrolment at School for Children Living in Poverty (2023)
Journal Article
See, B. H., Gorard, S., Siddiqui, N., El Soufi, N., Hitt, L., & Lu, B. (2023). Improving Attendance and Enrolment at School for Children Living in Poverty. Nordic Journal of Systematic Reviews in Education, 1(1), 1-29

This paper summarises the findings of a large-scale structured review of 73 studies to iden-tify promising interventions to increase school enrolment and attendance, particularly in less developed countries where school... Read More about Improving Attendance and Enrolment at School for Children Living in Poverty.

Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention (2023)
Journal Article
Morris, R., Gorard, S., See, B., & Siddiqui, N. (2023). Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention. Oxford Review of Education, https://doi.org/10.1080/03054985.2023.2258779

Heavy teacher workload is of considerable policy concern in many education systems in the world. It is considered one of the main contributory factors in teacher attrition. One aspect of workload that could be addressed is reducing the amount of mark... Read More about Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention.

Lessons for addressing educational disadvantage from a range of studies (2023)
Journal Article
Gorard, S., Siddiqui, N., & See, B. H. (2023). Lessons for addressing educational disadvantage from a range of studies. Cogent Education, 10(2), 1-14. https://doi.org/10.1080/2331186X.2023.2262258

Governments and education systems worldwide have tried using additional cash transfers to encourage school enrolment and attendance, and to reduce the attainment gap between disadvantaged students and their peers. There are now many strands of eviden... Read More about Lessons for addressing educational disadvantage from a range of studies.

Is parental awareness of children's academic potential a good predictor of children's learning outcomes in Early Year's settings? Findings from two provinces in Pakistan and India (2023)
Journal Article
Siddiqui, N., Dixon, P., & Gorard, S. (2023). Is parental awareness of children's academic potential a good predictor of children's learning outcomes in Early Year's settings? Findings from two provinces in Pakistan and India. Journal of Social Sciences, 8(1), 8. https://doi.org/10.1016/j.ssaho.2023.100651

Awareness and knowledge form the basis of parental involvement in children's education. There is very little known about parental awareness of children's learning in the Early Years setting, especially in global south countries. This study presents f... Read More about Is parental awareness of children's academic potential a good predictor of children's learning outcomes in Early Year's settings? Findings from two provinces in Pakistan and India.

The disproportionality of ethnic minority teachers in England: trends, patterns, and problems (2023)
Journal Article
Gorard, S., Chen, W., Tan, Y., Gazmuri, C., See, B., Tereshchenko, A., …Siddiqui, N. (2023). The disproportionality of ethnic minority teachers in England: trends, patterns, and problems. Routledge Open Research, 2(13), https://doi.org/10.12688/routledgeopenres.17798.1

Background: England has an ethnically diverse population; reflected in the teacher workforce, and the student body in schools. However, it is not clear that these figures are in proportion to each other. This paper examines the ethnic profile of stud... Read More about The disproportionality of ethnic minority teachers in England: trends, patterns, and problems.

Is household income a reliable measure when assessing educational outcomes? A Jigsaw of two datasets (Next Steps and National Pupil Database) for understanding indicators of disadvantage (2022)
Journal Article
Siddiqui, N., & Gorard, S. (2023). Is household income a reliable measure when assessing educational outcomes? A Jigsaw of two datasets (Next Steps and National Pupil Database) for understanding indicators of disadvantage. International Journal of Research & Method in Education, 46(2), 118-132. https://doi.org/10.1080/1743727x.2022.2094359

Robust indicators are important for identifying young people at risk of not meeting expected achievement goals in education, and for ensuring that they are rightly receiving relevant state-funded assistance. This paper compares the quality and comple... Read More about Is household income a reliable measure when assessing educational outcomes? A Jigsaw of two datasets (Next Steps and National Pupil Database) for understanding indicators of disadvantage.

The more selective, the more effective? The geographical difference of the effectiveness of selective education (2022)
Journal Article
Lu, B., & Siddiqui, N. (2022). The more selective, the more effective? The geographical difference of the effectiveness of selective education. Educational Review, https://doi.org/10.1080/00131911.2022.2054960

The impact of academically selective schools on children’s learning achievement has received global attention for decades. Despite the persistence of early-age selection in many countries, evidence of its impacts is mixed. This study analysed nationa... Read More about The more selective, the more effective? The geographical difference of the effectiveness of selective education.

Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children (2022)
Journal Article
Siddiqui, N., Gorard, S., & See, B. (2022). Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children. Education Sciences, 12(5), Article 322. https://doi.org/10.3390/educsci12050322

Non-cognitive learning taking place at school helps form dispositions that can be as important as cognitive outcomes in terms of lifelong relevance. There are diverse interventions and school-based programmes targeting non-cognitive skills, but the e... Read More about Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children.

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.

Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education? (2022)
Journal Article
Boliver, V., Gorard, S., & Siddiqui, N. (2022). Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education?. British Journal of Sociology of Education, 43(3), 349-374. https://doi.org/10.1080/01425692.2021.2017852

This paper evaluates a range of measures commonly used to target and measure the success of efforts to widen access to higher education. We demonstrate empirically that the area-level widening access metrics advocated by England’s Office for Students... Read More about Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education?.

Increasing understanding of the aspirations and expectations of Roma students (2021)
Journal Article
Zelinsky, T., Gorard, S., & Siddiqui, N. (2021). Increasing understanding of the aspirations and expectations of Roma students. British Journal of Sociology of Education, 42(4), 588-606. https://doi.org/10.1080/01425692.2021.1872366

Roma are the largest ethnic minority in Europe, and despite the efforts of national governments and international institutions in many countries, the majority still live below the poverty line. It is estimated that only approximately 20 per cent of a... Read More about Increasing understanding of the aspirations and expectations of Roma students.

Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools (2021)
Journal Article
Siddiqui, N., & Shaukat, S. (2021). Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools. Education Sciences, 11(7), Article 358. https://doi.org/10.3390/educsci11070358

Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to addr... Read More about Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools.

A systematic review of the impact of technology-mediated parental engagement on student outcomes (2021)
Journal Article
See, B., Gorard, S., El Soufi, B., Lu, B., Siddiqui, N., & Dong, L. (2021). A systematic review of the impact of technology-mediated parental engagement on student outcomes. Educational Research and Evaluation, 26(3-4), 150-181. https://doi.org/10.1080/13803611.2021.1924791

There is considerable evidence that the level of parental involvement is closely associated with children’s school outcomes. Schools are increasingly using digital technology to engage parents but the impact of such technology on students’ learning b... Read More about A systematic review of the impact of technology-mediated parental engagement on student outcomes.

Assessing the impact of Pupil Premium funding on primary school segregation and attainment (2021)
Journal Article
Gorard, S., Siddiqui, N., & See, H. (2022). Assessing the impact of Pupil Premium funding on primary school segregation and attainment. Research Papers in Education, 37(6), 992-1019. https://doi.org/10.1080/02671522.2021.1907775

Using funding to improve educational outcomes is a common policy approach, usually assumed to be effective; but it is less commonly agreed how the money should be routed, and what it should be used for. This paper examines the possible impact of one... Read More about Assessing the impact of Pupil Premium funding on primary school segregation and attainment.

Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools (2021)
Journal Article
See, B. H., Gorard, S., Lu, B., Dong, L., & Siddiqui, N. (2022). Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools. Research Papers in Education, 37(6), 1064-1096. https://doi.org/10.1080/02671522.2021.1907778

While education technology has been widely used in classrooms, and considerable investments have been made to support its use in the UK, the evidence base for many such rapidly changing technologies is weak, and their efficacy is unclear. The aim of... Read More about Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools.

Literacy for Life: Evaluating the National Literacy Trust’s bespoke programme for schools (2021)
Journal Article
Morris, R., See, B., Gorard, S., & Siddiqui, N. (2023). Literacy for Life: Evaluating the National Literacy Trust’s bespoke programme for schools. Educational Studies, 49(2), 369-387. https://doi.org/10.1080/03055698.2020.1867077

This paper presents an evaluation of ‘Literacy for Life’ (LfL) – a whole-school literacy programme, implemented in five secondary schools in England. The aims of LfL were to improve literacy attainment and to promote positive attitudes to reading and... Read More about Literacy for Life: Evaluating the National Literacy Trust’s bespoke programme for schools.