All Outputs (259)

Different kinds of disadvantage and school attainment (2018)
Preprint / Working Paper
Gorard, S., & Siddiqui, N. (2018). Different kinds of disadvantage and school attainment

This paper uses “effect” sizes, correlations, and a regression model to illustrate the links between different ways of assessing disadvantage at school and subsequent qualification outcomes at age 16 in England. Previous work has compared variables t... Read More about Different kinds of disadvantage and school attainment.

The increasing availability of official datasets (Japanese translation) (2018)
Journal Article
Gorard, S. (2018). The increasing availability of official datasets (Japanese translation)

Grammar schools in England: a new analysis of social segregation and academic outcomes (2018)
Journal Article
Gorard, S., & Siddiqui, N. (2018). Grammar schools in England: a new analysis of social segregation and academic outcomes. British Journal of Sociology of Education, 39(7), 909-924. https://doi.org/10.1080/01425692.2018.1443432

The UK government is planning to increase the number of pupils attending state-funded selective grammar schools, claiming that this will assist overall standards, reduce the poverty attainment gap and so aid social mobility. Using the full 2015 cohor... Read More about Grammar schools in England: a new analysis of social segregation and academic outcomes.

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

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?.

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/10.1080/02671522.2017.1402083

Universities 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.2017.07.002

Recent 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_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.

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. 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..

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.4281

This 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.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.

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), 55-65

Recent 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.

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), 74-79

In 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.

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 Agency

Increasing 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.

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

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

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.

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 Publications

This 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.