All Outputs (13)

A Comparative Study Data on Early-Years Education of Children in India and Pakistan, 2020-2021 (2023)
Data
Siddiqui, N., Huo, G., Gorard, S., Dixon, P., See, B., Bulsari, S., & Pandya, K. (2023). A Comparative Study Data on Early-Years Education of Children in India and Pakistan, 2020-2021. [Dataset]

School enrolment of around 80% in India and Pakistan is lower than targets associated with Sustainable Development Goal 4 and functional levels of literacy and numeracy are inadequate even for many young children who are enrolled in school. This proj... Read More about A Comparative Study Data on Early-Years Education of Children in India and Pakistan, 2020-2021.

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.

Independent evaluation of the Early Years Conversation Project (EYCP): A two-armed cluster randomised waitlist-controlled trial (2023)
Report
Qi, X., Menzies, V., Siddiqui, N., Ismail, N., & Oughton, R. (2023). Independent evaluation of the Early Years Conversation Project (EYCP): A two-armed cluster randomised waitlist-controlled trial. Education Endowment Foundation

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.

What does school mean to children? (2023)
Presentation / Conference Contribution
Siddiqui, N., & Gorard, S. (2023, September). What does school mean to children?. Paper presented at BERA 2023, Aston University, Birmingham

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, lea... Read More about What does school mean to children?.

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.

Researching Social Inequalities in Higher Education: Access, Diversity and Inclusion (2023)
Book
Boliver, V., & Siddiqui, N. (Eds.). (in press). Researching Social Inequalities in Higher Education: Access, Diversity and Inclusion. Taylor and Francis. https://doi.org/10.4324/9781003452430

Drawing from original research and recent developments in theory, Researching Social Inequalities in Higher Education brings together insights from multiple national contexts and phases to consider a diverse range of equity issues in higher education... Read More about Researching Social Inequalities in Higher Education: Access, Diversity and Inclusion.

Evaluation of Supported Progression (SP) schemes offered by Durham University (2023)
Preprint / Working Paper
Siddiqui, N., Gorard, S., & Boliver, V. (2023). Evaluation of Supported Progression (SP) schemes offered by Durham University

Durham University’s Supported Progression (SP) programme aims to help increase the socioeconomic diversity of Durham’s undergraduate population. SP is a combination of interventions for widening access initiatives providing young people from disadvan... Read More about Evaluation of Supported Progression (SP) schemes offered by Durham University.