The United Kingdom
(2017)
Book Chapter
Harris, N., & Gorard, S. (2017). The United Kingdom. In H. Döbert, W. Hörner, B. von Kopp, & L. (. Reuter (Eds.), Die Bildungssysteme Europas (842-876). Baltmannsweiler: Schneider Verlag Hohengehren
All Outputs (25)
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/10.1080/00131911.2017.1400948Schools 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?.
Which are the most suitable contextual indicators for use in widening participation to HE? (2017)
Journal Article
Gorard, S., Boliver, V., Siddiqui, N., & Banerjee, P. (2019). Which are the most suitable contextual indicators for use in widening participation to HE?. Research Papers in Education, 34(1), 99-129. https://doi.org/10.1080/02671522.2017.1402083Universities are increasingly making decisions about undergraduate admissions with reference to contextual indicators to identify whether an applicant comes from a disadvantaged family, neighbourhood or school environment. However, the indicators use... Read More about Which are the most suitable contextual indicators for use in widening participation to HE?.
Too many summer born children are labelled SEN (2017)
Other
Gorard, S., & Siddiqui, N. (2017). Too many summer born children are labelled SEN
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.2017.07.002Recent 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?.
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_6Widening 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.
How to address the summer-born penalty (2017)
Other
Gorard, S. (2017). How to address the summer-born penalty
The trials of evidence-based education. (2017)
Book
Gorard, S., See, B., & Siddiqui, N. (2017). The trials of evidence-based education. RoutledgeThe 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..
Significance testing is still wrong, and damages real lives: a brief reply to Spreckelsen and van der Horst, and Nicholson and McCusker (2017)
Journal Article
Gorard, S. (2017). Significance testing is still wrong, and damages real lives: a brief reply to Spreckelsen and van der Horst, and Nicholson and McCusker. Sociological Research Online, 22(2), Article 11. https://doi.org/10.5153/sro.4281This paper is a brief reply to two responses to a paper I published previously in this journal. In that first paper I presented a summary of part of the long-standing literature critical of the use of significance testing in real-life research, and r... Read More about Significance testing is still wrong, and damages real lives: a brief reply to Spreckelsen and van der Horst, and Nicholson and McCusker.
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.v7n2p79This 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.
Still against Inferential Statistics: Rejoinder to Nicholson and Ridgway (2017)
Journal Article
Gorard, S., & White, P. (2017). Still against Inferential Statistics: Rejoinder to Nicholson and Ridgway. Statistics Education Research Journal, 16(1), 74-79In their response to our paper, Nicholson and Ridgway agree with the majority of what we wrote. They echo our concerns about the misuse of inferential statistics and NHST in particular. Very little of their response explicitly challenges the points w... Read More about Still against Inferential Statistics: Rejoinder to Nicholson and Ridgway.
Against Inferential Statistics: How and why current statistics teaching gets it wrong (2017)
Journal Article
White, P., & Gorard, S. (2017). Against Inferential Statistics: How and why current statistics teaching gets it wrong. Statistics Education Research Journal, 16(1), 55-65Recent concerns about a shortage of capacity for statistical and numerical analysis skills among social science students and researchers have prompted a range of initiatives aiming to improve teaching in this area. However, these projects have rarely... Read More about Against Inferential Statistics: How and why current statistics teaching gets it wrong.
A more radical approach to contextualised admissions. In Where Next for Widening Participation and Fair Access? New Insights from Leading Thinkers. (2017)
Book Chapter
Boliver, V., Gorard, S., & Siddiqui, N. (in press). A more radical approach to contextualised admissions. In Where Next for Widening Participation and Fair Access? New Insights from Leading Thinkers. In Where next for widening participation and fair access? (23-28). Oxford: HEPI/Brightside
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
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 AgencyIncreasing 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.
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.3278In 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.
Multiple linear regression (2017)
Book Chapter
Gorard, S. (2017). Multiple linear regression. In R. Coe, M. Waring, L. Hedges, & J. Arthur (Eds.), Research methods and methodologies in education (348-355). (2nd ed.). SAGE PublicationsThis chapter provides a brief and basic introduction to regression techniques and to the use of several variables in one consolidated analysis, focusing here on multiple linear regression. There are, of course, many other kinds of regression and even... Read More about Multiple linear regression.
Statistical and Correlational Techniques (2017)
Book Chapter
Gorard, S. (2017). Statistical and Correlational Techniques. In R. Coe, J. Arthur, L. Hedges, & M. Waring (Eds.), Research methods and methodologies in education (119-124). (2nd ed.). SAGE PublicationsThis chapter presents a simple introduction to some of the uses of numbers in education research, illustrating a few of the many and varied research questions that can be addressed with numeric evidence. It is important to realise that using numbers... Read More about Statistical and Correlational Techniques.
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.2017.01.007This 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.
Which are the most suitable contextual indicators for use in widening participation to HE? (2017)
Preprint / 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?.