All Outputs (268)

Methodological challenges in researching teacher supply: Implications for research, policies and practice (2025)
Book Chapter
Ledger, M., See, B. H., Gorard, S., & Morris, R. (2025). Methodological challenges in researching teacher supply: Implications for research, policies and practice. In D. Wyse, V. Baumfield, N. Mockler, & M. Reardon (Eds.), The BERA-Sage Handbook of Research-Informed Education Practice and Policy. SAGE Publications

The lack of qualified teachers remains a major barrier to closing the attainment gap between rich and poor children. Policies relating to teacher supply and teacher effectiveness can play a critical role in overcoming disadvantage for millions of chi... Read More about Methodological challenges in researching teacher supply: Implications for research, policies and practice.

What is the way forward for research-informed education? (2025)
Book Chapter
Gorard, S., & Chen, W. (2025). What is the way forward for research-informed education?. In D. Wyse, V. Baumfield, N. Mockler, & M. Reardon (Eds.), The BERA-Sage Handbook of Research-Informed Education Practice and Policy. SAGE Publications

How useful is household income as a factor in explaining attainment at school in England? Assessing the Parent Pupil Matched Data (PPMD) (2025)
Report
Gorard, S., & Siddiqui, N. (2025). How useful is household income as a factor in explaining attainment at school in England? Assessing the Parent Pupil Matched Data (PPMD). Cabinet Office and Department for Education

This is a report on the first use of the Pupil Parent Matched Dataset (PPMD) linking household income to the National Pupil Database. Having access to this is very valuable for research, and this report only makes a start in looking at what is possib... Read More about How useful is household income as a factor in explaining attainment at school in England? Assessing the Parent Pupil Matched Data (PPMD).

Understanding teacher supply, challenges, trends and implications: A case study of China (2025)
Journal Article
See, B. H., Tan, Y., Gorard, S., Morris, R., Ledger, M., & Yang, F. (2025). Understanding teacher supply, challenges, trends and implications: A case study of China. International Journal of Educational Studies, 8(3), 122-147. https://doi.org/10.53935/2641533x.v8i3.418

This paper examines teacher supply in China, challenging the notion that the country has no teacher shortages. It is part of a broader international study on teacher supply and retention. While China meets mandated class sizes (which is large by most... Read More about Understanding teacher supply, challenges, trends and implications: A case study of China.

Then and now: Twenty years of education research methods use in the United Kingdom (2025)
Journal Article
Smith, E., Gorard, S., Morris, R., Perry, T., & Pilgrim-Brown, J. (online). Then and now: Twenty years of education research methods use in the United Kingdom. British Educational Research Journal, https://doi.org/10.1002/berj.4179

There have been debates about the quality and usefulness of education research for a long time, with opinion often dividing along methodological lines. Those on different sides of an apparent methodological schism often bemoan the lack of recognition... Read More about Then and now: Twenty years of education research methods use in the United Kingdom.

Does school matter for children's cognitive and non‐cognitive learning? Findings from a natural experiment in Pakistan and India (2025)
Journal Article
Siddiqui, N., Gorard, S., Bulsari, S., See, B. H., Dixon, P., Saeed, S., Hamza, S., & Pandya, K. (online). Does school matter for children's cognitive and non‐cognitive learning? Findings from a natural experiment in Pakistan and India. British Educational Research Journal, https://doi.org/10.1002/berj.4147

This paper reports on the findings of a natural experiment based on a sample of 1123 children aged 4–8 from the provinces of Punjab in Pakistan, and Gujarat in India. It looks at the impact of attendance (or not) in early schooling on the cognitive a... Read More about Does school matter for children's cognitive and non‐cognitive learning? Findings from a natural experiment in Pakistan and India.

Difficulties in making claims to knowledge in social science (2025)
Journal Article
Gorard, S. (2025). Difficulties in making claims to knowledge in social science. Research in Social Sciences, 8(2), 35-53. https://doi.org/10.53935/26415305.v8i2.340

This paper looks at the difficulties faced in making a knowledge claim, especially in social science. A knowledge claim is defined here as a justified belief, that would be open to change in the light of new evidence. The discussion is based on claim... Read More about Difficulties in making claims to knowledge in social science.

The impact of student:teacher ethnic congruence on student treatment and relationships at school: an international review of evidence (2025)
Journal Article
Gorard, S., Tereshchenko, A., Gao, Y., See, B., Siddiqui, N., & Demie, F. (2025). The impact of student:teacher ethnic congruence on student treatment and relationships at school: an international review of evidence. Review of Education Studies, 5(1), https://doi.org/10.71002/res.v5n1p9

There has been growing interest in and concern over the disproportionality of the ethnicity of school teachers compared to the ethnicity of the students they teach, especially in the US where much of the research is focussed. Similar issues arise in... Read More about The impact of student:teacher ethnic congruence on student treatment and relationships at school: an international review of evidence.

What helps to attract minority ethnic teachers in England?: Results from a national survey (2025)
Journal Article
Gorard, S., Gao, Y., Huat See, B., Tereshchenko, A., Siddiqui, N., & Demie, F. (2025). What helps to attract minority ethnic teachers in England?: Results from a national survey. Review of Education Studies, 5(1), https://doi.org/10.71002/res.v5n1p50

This paper is concerned with the experiences and retention of minority ethnic teachers in England. There are proportionately many fewer minority ethnic teachers than there are pupils, and it is important to understand why and what can be done about i... Read More about What helps to attract minority ethnic teachers in England?: Results from a national survey.

Fifteen years of Pupil Premium policy in England (2025)
Book Chapter
Siddiqui, N., & Gorard, S. (in press). Fifteen years of Pupil Premium policy in England. In Perry, & Morris (Eds.), Education Policy 2010-2024. Routledge

The introduction and nationwide implementation of the Pupil Premium policy in 2011 was a major policy initiative by the then Coalition Government to address socioeconomic segregation between schools in England, and reduce the persistent attainment ga... Read More about Fifteen years of Pupil Premium policy in England.

What is the way forward for research-informed education? (2025)
Book Chapter
Gorard, S., & Chen, W. (in press). What is the way forward for research-informed education?. In D. Wyse, V. Baumfield, N. Mockler, & M. Reardon (Eds.), The BERA-Sage Handbook of Research-Informed Education Practice and Policy. BERA-Sage

This chapter looks at some of the key decisions to be faced in promoting the use of research evidence in policy and practice – the quality of the evidence to be used, and how that quality can be judged. Once the policy/school context has determined t... Read More about What is the way forward for research-informed education?.

Do school exclusions and attainment outcomes disproportionately impact minority ethnic pupils? Analysis of pupil characteristics, segregation, and outcomes in England (2024)
Journal Article
Gorard, S., Siddiqui, N., See, B. H., & Gao, Y. (2025). Do school exclusions and attainment outcomes disproportionately impact minority ethnic pupils? Analysis of pupil characteristics, segregation, and outcomes in England. Education Sciences, 15(1), Article 6. https://doi.org/10.3390/educsci15010006

Large-scale administrative datasets show disproportionate figures for attainment outcomes and school exclusions for pupils in some ethnic groups in England. This surface gap in attainment and school exclusion is concerning, and we consider whether et... Read More about Do school exclusions and attainment outcomes disproportionately impact minority ethnic pupils? Analysis of pupil characteristics, segregation, and outcomes in England.

Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators? (2024)
Journal Article
See, B. H., Gorard, S., Gao, Y., Hitt, L., Siddiqui, N., Demie, F., Tereshchenko, A., & El Soufi, N. (2024). Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?. Review of Education, 12(3), Article e70005. https://doi.org/10.1002/rev3.70005

This paper reports on the findings of a comprehensive structured review of the factors that can help explain and perhaps improve the recruitment and retention of ethnic minority teachers in schools. This issue has been a policy concern in several cou... Read More about Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?.

What are the key predictors of international teacher shortages? (2024)
Journal Article
Gorard, S., Ledger, M., See, B. H., & Morris, R. (online). What are the key predictors of international teacher shortages?. Research Papers in Education, https://doi.org/10.1080/02671522.2024.2414427

Recurrent teacher shortages have been a long-standing problem for many countries. Popular strategies to attract and retain teachers, used over several decades across the world, include bursaries, scholarships, performance-related pay, professional de... Read More about What are the key predictors of international teacher shortages?.

Why are ethnic minority teacher paid differently in England: a preliminary analysis of the School Workforce Census (2024)
Journal Article
Gorard, S., Gao, Y., Siddiqui, N., & See, B. H. (2024). Why are ethnic minority teacher paid differently in England: a preliminary analysis of the School Workforce Census. International Journal of Research and Innovation in Social Science, 8(3s), https://doi.org/10.47772/IJRISS.2024.803318S

This paper uses data from the School Workforce Census in England, 2015-2022, to examine differential pay rates for teachers of different ethnic groups. Part of the reason for this is to help understand why ethnic minority teachers are under-represent... Read More about Why are ethnic minority teacher paid differently in England: a preliminary analysis of the School Workforce Census.

Improving the recruitment and retention of ethnic minority teachers: What is the evidence on the best approach? (2024)
Journal Article
See, B., Gorard, S., Gao, Y., Hitt, L., Demie, F., Tereshchenko, A., Siddiqui, N., & el Soufi, N. (in press). Improving the recruitment and retention of ethnic minority teachers: What is the evidence on the best approach?. Review of Education,

This paper reports on the findings of a comprehensive structured review of the factors that can help explain and perhaps improve the recruitment and retention of ethnic minority teachers in schools. This issue has been a policy concern in several cou... Read More about Improving the recruitment and retention of ethnic minority teachers: What is the evidence on the best approach?.

The impact of school disruption on pupils and teachers: The case of a RAAC-hit school in Northeast of England (2024)
Presentation / Conference Contribution
Siddiqui, N., & Gorard, S. (2024, September). The impact of school disruption on pupils and teachers: The case of a RAAC-hit school in Northeast of England. Paper presented at BERA Conference 2024, University of Manchester

School as a place for learning serves a broader purpose for pupils, families, and for society more generally. School routines provide a sense of predictability and structure that can be crucial for pupils’ learning and well-being. When these routines... Read More about The impact of school disruption on pupils and teachers: The case of a RAAC-hit school in Northeast of England.

An evaluation of Code Club (2024)
Report
Siddiqui, N., Gorard, S., See, B. H., & Gazmuri, C. (2024). An evaluation of Code Club. Durham University Evidence Centre for Education

Code Club is a volunteer-led initiative run by the Raspberry Pi Foundation (RPF). The club activities are usually after-school programmes which offer opportunities for young people aged 9 to 13 to learn and develop skills for coding. The Raspberry Pi... Read More about An evaluation of Code Club.

A structured review of the potential role of school leaders in making teaching more attractive (2024)
Journal Article
See, B. H., Gorard, S., El Soufi, N., Ledger, M., Morris, R., Maude, K., & Ivarsson-Keng, N. (online). A structured review of the potential role of school leaders in making teaching more attractive. Educational Review, https://doi.org/10.1080/00131911.2024.2392565

Some attempts to address the worldwide shortage of teachers focus on raising the prestige of teaching, and making the occupation more appealing. Teacher job satisfaction and well-being have been identified as important factors linked to the status of... Read More about A structured review of the potential role of school leaders in making teaching more attractive.

An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research (2024)
Book
Gorard, S., & Siddiqui, N. (Eds.). (2024). An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research. London: Routledge. https://doi.org/10.4324/9781003455066

This edited volume illustrates the idea of a successful research capacity model, critically addressing preconceived notions of early career research projects’ impact and drawing together insights and implications around the encouragement of newer res... Read More about An International Approach to Developing Early Career Researchers: A Pipeline to Robust Education Research.