All Outputs (259)

Explaining the number of counterfactual cases needed to disturb a finding: a reply to Kuha and Sturgis (2016)
Journal Article
Gorard, S., & Gorard, J. (2016). Explaining the number of counterfactual cases needed to disturb a finding: a reply to Kuha and Sturgis. International Journal of Social Research Methodology, 19(4), 497-499. https://doi.org/10.1080/13645579.2015.1126494

This brief paper is an extension of our original paper What to do instead of significance testing? Calculating the ‘number of counterfactual cases needed to disturb a finding’, following a response by Jouni Kuha and Patrick Stugis. It shows how their... Read More about Explaining the number of counterfactual cases needed to disturb a finding: a reply to Kuha and Sturgis.

A cautionary note on measuring the pupil premium attainment gap in England (2016)
Journal Article
Gorard, S. (2016). A cautionary note on measuring the pupil premium attainment gap in England. British journal of education, society & behavioural science, 14(2), 1-8. https://doi.org/10.9734/bjesbs/2016/23618

This exploratory paper uses figures from the National Pupil Database for England to assess the known characteristics of three categories of pupils – those never eligible for free school meals, those who have been eligible but are not now, and those e... Read More about A cautionary note on measuring the pupil premium attainment gap in England.

An evaluation of Fresh Start as a catch-up intervention: A trial conducted by teachers (2016)
Journal Article
Gorard, S., Siddiqui, N., & See, B. (2016). An evaluation of Fresh Start as a catch-up intervention: A trial conducted by teachers. Educational Studies, 42(1), 98-113. https://doi.org/10.1080/03055698.2016.1148587

This paper describes a randomised controlled trial conducted with 10 secondary schools in England to evaluate the impact and feasibility of Fresh Start as an intervention to help new entrants with low prior literacy. Fresh Start is a synthetic phonic... Read More about An evaluation of Fresh Start as a catch-up intervention: A trial conducted by teachers.

Philosophy for Children: SAPERE, Evaluation Report and Executive Summary, EEF (2015)
Report
Gorard, S., Siddiqui, N., & See, B. (2015). Philosophy for Children: SAPERE, Evaluation Report and Executive Summary, EEF. [No known commissioning body]

This study is an independent evaluation of the intervention called ‘Philosophy for Children’ (P4C). The aim of evaluation was to investigate the impact of P4C on year 6 pupils’ academic attainment after a yearlong practice of intervention in the prim... Read More about Philosophy for Children: SAPERE, Evaluation Report and Executive Summary, EEF.

Evaluation of the Accelerated Reader: an aggregated trial. (2015)
Report
Gorard, S., Siddiqui, N., & See, B. (2015). Evaluation of the Accelerated Reader: an aggregated trial. [No known commissioning body]

Accelerated Reader (AR) is an an internet-based reading programme called, which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among... Read More about Evaluation of the Accelerated Reader: an aggregated trial..

Word and World Knowledge: Curriculum Centre (2015)
Report
Gorard, S., See, B., & Siddiqui, N. (2015). Word and World Knowledge: Curriculum Centre. [No known commissioning body]

Equity-related challenges in education and training, existing measures, assessment, proposals for future measures, Report to the EU Commission (2015)
Report
Gorard, S. (2015). Equity-related challenges in education and training, existing measures, assessment, proposals for future measures, Report to the EU Commission. [No known commissioning body]

This is a report on the main challenges to equity in provision and outcomes, as faced by the education and training (ET) systems of Europe, based on a synthesis of individual reports on each of the 28 countries supplemented by other available evidenc... Read More about Equity-related challenges in education and training, existing measures, assessment, proposals for future measures, Report to the EU Commission.

Evaluation of the Curriculum Centre Word and World Reading programme. (2015)
Report
See, B., Gorard, S., & Siddiqui, N. (2015). Evaluation of the Curriculum Centre Word and World Reading programme. [No known commissioning body]

The Word and World Reading programmeintended to improve the reading comprehension and wider literacy skills of children aged 7-9 in primary schools from low income families in England. The programme was implemented with 659 of 1,340 pupils (in 8 out... Read More about Evaluation of the Curriculum Centre Word and World Reading programme..

Evaluation of the Fresh Start: an aggregated trial. (2015)
Report
Gorard, S., Siddiqui, N., & See, B. (2015). Evaluation of the Fresh Start: an aggregated trial. [No known commissioning body]

We evaluated the impact and feasibility of Fresh Start as an intervention to help new entrants with low prior literacy, based on a randomised controlled trial conducted with 10 secondary schools in England. Fresh Start is a synthetic phonics programm... Read More about Evaluation of the Fresh Start: an aggregated trial..

The Education System of the United Kingdom (2015)
Book Chapter
Harris, N., & Gorard, S. (2015). The Education System of the United Kingdom. In W. Hörner, H. Döbert, L. Reuter, & B. von Kopp (Eds.), Education systems of Europe (Updated Second Edition). (Updated second edition). Springer Dordrecht, Netherlands

Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme (2015)
Journal Article
See, B., Gorard, S., & Siddiqui, N. (2015). Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme. Studies in Educational Evaluation, 47, 83-92. https://doi.org/10.1016/j.stueduc.2015.09.003

This paper presents the findings of the first independent UK evaluation of a large-scale randomised controlled trial of Response-to-Intervention, used as a catch-up literacy intervention. A total of 385 pupils in their final year of primary school (Y... Read More about Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme.

Will the Use of Contextual Indicators Make UK Higher Education Admissions Fairer? (2015)
Journal Article
Boliver, V., Gorard, S., & Siddiqui, N. (2015). Will the Use of Contextual Indicators Make UK Higher Education Admissions Fairer?. Education Sciences, 5(4), 306-322. https://doi.org/10.3390/educsci5040306

In the UK, as elsewhere, the use of ‘contextual’ data has been strongly advocated in order to inform undergraduate admissions decision-making. More than a third of UK universities currently take the socioeconomic or other background context of underg... Read More about Will the Use of Contextual Indicators Make UK Higher Education Admissions Fairer?.

Newly qualified teachers 2015: An investigation of attitudes in terms of route and context (2015)
Report
Gorard, S. (2015). Newly qualified teachers 2015: An investigation of attitudes in terms of route and context. [No known commissioning body]

What to do instead of significance testing? Calculating the ‘number of counterfactual cases needed to disturb a finding’ (2015)
Journal Article
Gorard, S., & Gorard, J. (2016). What to do instead of significance testing? Calculating the ‘number of counterfactual cases needed to disturb a finding’. International Journal of Social Research Methodology, 19(4), 481-490. https://doi.org/10.1080/13645579.2015.1091235

This brief paper introduces a new approach to assessing the trustworthiness of research comparisons when expressed numerically. The ‘number needed to disturb’ a research finding would be the number of counterfactual values that can be added to the sm... Read More about What to do instead of significance testing? Calculating the ‘number of counterfactual cases needed to disturb a finding’.

Students' use of Wikipedia as an academic resource — Patterns of use and perceptions of usefulness (2015)
Journal Article
Selwyn, N., & Gorard, S. (2016). Students' use of Wikipedia as an academic resource — Patterns of use and perceptions of usefulness. Internet and Higher Education, 28, 28-34. https://doi.org/10.1016/j.iheduc.2015.08.004

Wikipedia is now an established information source in contemporary society. With initial fears over its detrimental influence on scholarship and study habits now subsiding, this paper investigates what part Wikipedia plays in the academic lives of un... Read More about Students' use of Wikipedia as an academic resource — Patterns of use and perceptions of usefulness.

Does intervening to enhance parental involvement in education lead to better academic results for children? An extended review (2015)
Journal Article
See, B., & Gorard, S. (2015). Does intervening to enhance parental involvement in education lead to better academic results for children? An extended review. Journal of Children's Services, 10(3), 252-264. https://doi.org/10.1108/jcs-02-2015-0008

Purpose – The purpose of this paper is to summarise the results of a review of the literature linking parental involvement in their child’s education to attainment at or before primary school. Design/methodology/approach – The search involved nine el... Read More about Does intervening to enhance parental involvement in education lead to better academic results for children? An extended review.

How effective is a summer school for catch-up attainment in English and maths? (2015)
Journal Article
Gorard, S., Siddiqui, N., & See, B. (2015). How effective is a summer school for catch-up attainment in English and maths?. International Journal of Educational Research, 73, 1-11. https://doi.org/10.1016/j.ijer.2015.07.003

The current study is an efficacy trial of a summer school programme, targeted at literacy and numeracy catch-up for pupils in years 5 and 6. During the summer holidays the intervention provided extra schooling in English and maths along with a wide v... Read More about How effective is a summer school for catch-up attainment in English and maths?.

Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase (2015)
Journal Article
Siddiqui, N., Gorard, S., & See, B. (2015). Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase. Educational Review, 68(2), 139-154. https://doi.org/10.1080/00131911.2015.1067883

This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the hab... Read More about Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase.

The uncertain future of comprehensive schooling in England (2015)
Journal Article
Gorard, S. (2015). The uncertain future of comprehensive schooling in England. European Educational Research Journal, 14(3-4), 257-268. https://doi.org/10.1177/1474904115590214

This is an article about secondary schools in England, and what type of school is fair and efficient for a national education system. It discusses what ‘fair’ could mean in this context, summarises some key policy revisions since 1944 in this light,... Read More about The uncertain future of comprehensive schooling in England.

The complex determinants of school intake characteristics and segregation, England 1989 to 2014 (2015)
Journal Article
Gorard, S. (2016). The complex determinants of school intake characteristics and segregation, England 1989 to 2014. Cambridge Journal of Education, 46(1), 131-146. https://doi.org/10.1080/0305764x.2015.1045446

The extent of between-school segregation, or clustering of disadvantaged students within schools, in England varies depending on the indicator of interest. For example, the trend over time for segregation by student poverty differs from those for eth... Read More about The complex determinants of school intake characteristics and segregation, England 1989 to 2014.