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All Outputs (20)

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.

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

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.

Rethinking the Complex Determinants of Teacher Shortages (2022)
Book Chapter
See, B., Gorard, S., Morris, R., & Ventista, O. (2022). Rethinking the Complex Determinants of Teacher Shortages. In I. Menter (Ed.), Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-59533-3_2-1

Teacher shortages have long been a policy concern for many countries worldwide. Despite wide-ranging policy initiatives and billions of pounds spent addressing the issue, shortages are still being reported, especially in the secondary sector and for... Read More about Rethinking the Complex Determinants of Teacher Shortages.

Segregation and the attainment gap for permanently disadvantaged pupils in England (2022)
Journal Article
Gorard, S. (2023). Segregation and the attainment gap for permanently disadvantaged pupils in England. Educational Review, 75(6), https://doi.org/10.1080/00131911.2021.2007055

This paper examines the link between the clustering of long-term disadvantaged students within schools, and the attainment gap at age 11 between these disadvantaged students and the rest. The data comes from the National Pupil Database for England fr... Read More about Segregation and the attainment gap for permanently disadvantaged pupils in England.

The difficulty of making claims to knowledge in social science (2022)
Journal Article
Gorard, S., & Tan, Y. (2022). The difficulty of making claims to knowledge in social science. Technium Social Sciences Journal, 28(1), 170-202. https://doi.org/10.47577/tssj.v28i1.5822

This paper considers three common types of claim to research knowledge, and the relative difficulty of making each type of claim in an empirically and logically justified manner. Before this, the paper looks at some more general issues often raised w... Read More about The difficulty of making claims to knowledge in social science.

What is the evidence on the impact of Pupil Premium funding on school intakes and attainment by age 16 in England? (2022)
Journal Article
Gorard, S. (2022). What is the evidence on the impact of Pupil Premium funding on school intakes and attainment by age 16 in England?. British Educational Research Journal, 48(3), 446-468. https://doi.org/10.1002/berj.3775

The use of targeted additional funding for school-age education, intended to improve student attainment, is a widespread phenomenon internationally. It is slightly rarer that the funding is used to improve attainment specifically for the most disadva... Read More about What is the evidence on the impact of Pupil Premium funding on school intakes and attainment by age 16 in England?.

A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England (2022)
Journal Article
See, B., Morris, R., Gorard., S., Siddiqui, N., Easterbrook, M., Nieuwenhuis, M., Fox, K., Harris, P., & Banerjee, R. (2022). A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England. Educational Research and Evaluation, 27(1-2), 83-116. https://doi.org/10.1080/13803611.2021.2022317

Self-affirmation theory suggests that some potentially stigmatised groups, such as those from ethnic minority or poor families, face stereotype threats which undermine their academic performance. Engaging in value affirmation writing activities at ti... Read More about A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England.

Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education? (2022)
Journal Article
Boliver, V., Gorard, S., & Siddiqui, N. (2022). Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education?. British Journal of Sociology of Education, 43(3), 349-374. https://doi.org/10.1080/01425692.2021.2017852

This paper evaluates a range of measures commonly used to target and measure the success of efforts to widen access to higher education. We demonstrate empirically that the area-level widening access metrics advocated by England’s Office for Students... Read More about Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education?.