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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?.

Ethnic proportionality of teachers and students, and the link to school-level outcomes (2023)
Journal Article
Gorard, S. (2023). Ethnic proportionality of teachers and students, and the link to school-level outcomes. Education Sciences, 13(8), Article 838. https://doi.org/10.3390/educsci13080838

In England there are proportionately more White British teachers than White British pupils, and so a mismatch between the proportion of teachers and pupils of each ethnic minority group. This mismatch may reduce appropriate role models for some pupil... Read More about Ethnic proportionality of teachers and students, and the link to school-level outcomes.

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 pattern of socio-economic segregation between schools in England 1989 to 2021: the Pupil Premium, Universal Credit, and Covid-19 eras (2023)
Journal Article
Gorard, S. (2023). The pattern of socio-economic segregation between schools in England 1989 to 2021: the Pupil Premium, Universal Credit, and Covid-19 eras. Research in Education, 116(1), 111-123. https://doi.org/10.1177/00345237231179854

This paper presents an analysis of the extent to which poor pupils in England are clustered in schools with others like them. It is based on a segregation index of pupils eligible for free school meals for every year for which official national data... Read More about The pattern of socio-economic segregation between schools in England 1989 to 2021: the Pupil Premium, Universal Credit, and Covid-19 eras.

A sensitivity test does everything that a significance test does, and better (2023)
Journal Article
Gorard, S. (2023). A sensitivity test does everything that a significance test does, and better. IOSR journal of research & method in education, 13(2), 50-56. https://doi.org/10.9790/7388-1302045056

This paper reminds readers of some of the problems in using significance testing, and of using “effect” sizes instead. It looks at a simple sensitivity test for effect sizes (the number of counterfactuals needed to disturb a finding or NNTD). Using 1... Read More about A sensitivity test does everything that a significance test does, and better.

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.

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.

Flash Marking: Evaluation Report (2022)
Report
Morris, R., Gorard, S., See, B., & Siddiqui, N. (2022). Flash Marking: Evaluation Report. [No known commissioning body]

Writing about values (2022)
Report
See, B., Morris, R., Gorard, S., & Siddiqui, N. (2022). Writing about values. [No known commissioning body]

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.

How to get more people into teaching?: Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career (2022)
Journal Article
Gorard, S., See, B., & Morris, R. (2022). How to get more people into teaching?: Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career. Education Sciences, 12(11), Article 767. https://doi.org/10.3390/educsci12110767

Understanding people’s perceptions of teaching as an occupation, and their motivation or oth-erwise to teach, can help identify which initiatives/policies are most promising in improving teacher recruitment. Previous studies have often sought only th... Read More about How to get more people into teaching?: Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career.

Tackling teacher shortages: doing the right thing at the right time and with the right evidence (2022)
Book Chapter
See, B. H., Gorard, S., & Morris, R. (2023). Tackling teacher shortages: doing the right thing at the right time and with the right evidence. In R. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (Fourth Edition) (655-670). Elsevier. https://doi.org/10.1016/b978-0-12-818630-5.04084-7

Teacher shortages are influenced by a complicated interaction of factors. Most prior research does not consider such complexities, resulting in misleading interpretations of the problem and ineffective solutions. Findings from our multi-pronged resea... Read More about Tackling teacher shortages: doing the right thing at the right time and with the right evidence.

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., Stephen, G., Smruti, B., Saba, S., Hamza, S., Beng Huat, S., …Kiran, P. (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. British Academy

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.

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.

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.

Thinking bigger: The importance of an ambitious doctoral research project (2022)
Book Chapter
Siddiqui, N., & Gorard, S. (2022). Thinking bigger: The importance of an ambitious doctoral research project. In Making Your Doctoral Research Project Ambitious. Routledge

This chapter sets the scene for this book. We present the case for doing ambitious doctoral projects, and provide advice for prospective researchers on making their doctoral journey a worthwhile experience. The chapter includes some fresh perspective... Read More about Thinking bigger: The importance of an ambitious doctoral research project.

The implications of these studies for new researchers (2022)
Book Chapter
Gorard, S., & Siddiqui, N. (2022). The implications of these studies for new researchers. In N. Siddiqui, & S. Gorard (Eds.), Making Your Doctoral Research Project Ambitious. Routledge

The editors conclude this book with a chapter for new researchers, emphasising the feasibility of high quality ambitious doctoral studies. The chapter summarises the important common ingredients of the successful studies in Chapters 2 to 18. These in... Read More about The implications of these studies for new researchers.