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All Outputs (17)

Significance testing with incompletely randomised cases cannot possibly work (2018)
Journal Article
Gorard, S. (2018). Significance testing with incompletely randomised cases cannot possibly work. International journal of science and research methodology, 11(2), 42-51

This brief paper illustrates why the use of significance testing cannot possibly work with incompletely randomised cases. The first section reminds readers of the logical argument of “denying the consequence”, and the fallacy of trying to affirm the... Read More about Significance testing with incompletely randomised cases cannot possibly work.

Do we really need Confidence Intervals in the new statistics? (2018)
Journal Article
Gorard, S. (2019). Do we really need Confidence Intervals in the new statistics?. International Journal of Social Research Methodology, 22(3), 281-291. https://doi.org/10.1080/13645579.2018.1525064

This paper compares the use of confidence intervals (CIs) and a sensitivity analysis called the number needed to disturb (NNTD), in the analysis of research findings expressed as ‘effect’ sizes. Using 1,000 simulations of randomised trials with up to... Read More about Do we really need Confidence Intervals in the new statistics?.

There is only research: the liberating impact of just doing research (2018)
Journal Article
Gorard, S., & Siddiqui, N. (2018). There is only research: the liberating impact of just doing research. International journal of multiple research approaches, 10(1), 328-333. https://doi.org/10.29034/ijmra.v10n1a21

Based on reading a very large number of research reports, and conducting a wide range of different projects, this article illustrates a simple yet inclusive model of research. Research is considered as a cyclical activity with various designs and met... Read More about There is only research: the liberating impact of just doing research.

Some basic observations on conducting a systematic review: A brief reply to Goldstein, Vatalaro and Yair (2018)
Journal Article
See, B., & Gorard, S. (2018). Some basic observations on conducting a systematic review: A brief reply to Goldstein, Vatalaro and Yair. Journal of Children's Services, 13(2), 57-63. https://doi.org/10.1108/jcs-11-2017-0051

Purpose: The purpose of this paper is to provide a response to Goldstein et al.’s (2017) attempted rebuttal of the authors’ prior paper in this journal (See and Gorard 2015). Design/methodology/approach: The prior paper reported a systematic review o... Read More about Some basic observations on conducting a systematic review: A brief reply to Goldstein, Vatalaro and Yair.

The importance of process evaluation for randomised control trials in education (2018)
Journal Article
Siddiqui, N., Gorard, S., & See, B. (2018). The importance of process evaluation for randomised control trials in education. Educational Research, 60(3), 357-370. https://doi.org/10.1080/00131881.2018.1493349

Background: Educational interventions are often complex, and their outcomes could be due to factors not focused on in the impact evaluation. Therefore, educational evaluations using a randomised control trial (RCT) design approach need to go beyond o... Read More about The importance of process evaluation for randomised control trials in education.

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.

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.