Skip to main content

Research Repository

Advanced Search

All Outputs (93)

Conceptualising poverty as a barrier to learning through ‘Poverty Proofing the School Day’: the genesis and impacts of stigmatisation (2019)
Journal Article
Mazzoli Smith, L., & Todd, L. (2019). Conceptualising poverty as a barrier to learning through ‘Poverty Proofing the School Day’: the genesis and impacts of stigmatisation. British Educational Research Journal, 45(2), 356-371. https://doi.org/10.1002/berj.3506

This article draws on an evaluation of the Poverty proofing the school day initiative. It outlines an argument arrived at through abductive reasoning to explain the generic and widespread instances of the stigmatisation of disadvantaged pupils that h... Read More about Conceptualising poverty as a barrier to learning through ‘Poverty Proofing the School Day’: the genesis and impacts of stigmatisation.

How trajectories of disadvantage help explain school attainment (2019)
Journal Article
Gorard, S., & Siddiqui, N. (2019). How trajectories of disadvantage help explain school attainment. SAGE Open, 9(1), 1-14. https://doi.org/10.1177/2158244018825171

This paper illustrates the links between different ways of assessing disadvantage at school and subsequent qualification outcomes at age 16 in England. Our previous work has compared variables that represent current or recent snapshots of disadvantag... Read More about How trajectories of disadvantage help explain school attainment.

Progressive research collaborations and the limits of soft power (2019)
Journal Article
Kits, O., Angus, C., MacLeod, A., & Tummons, J. (2019). Progressive research collaborations and the limits of soft power. Perspectives on Medical Education, 8(1), 28-32. https://doi.org/10.1007/s40037-019-0496-3

Collaboration in diverse teams is a central topic area in medical education, health research, and healthcare. As medical education researchers we implemented an internal grant policy to develop a progressive research partnership based on widely accep... Read More about Progressive research collaborations and the limits of soft power.

Embedding educational technologies in early years education (2019)
Journal Article
Jack, C., & Higgins, S. (2019). Embedding educational technologies in early years education. Research in Learning Technology, 27, Article 2033. https://doi.org/10.25304/rlt.v27.2033

This survey of 335 practitioners builds on research which challenged the view that educational technologies are rarely used in early years settings. Previous research tends to focus on individual devices. This research looks at the range of devices b... Read More about Embedding educational technologies in early years education.

Why don’t we have enough teachers?: A reconsideration of the available evidence (2019)
Journal Article
See, B., & Gorard, S. (2020). Why don’t we have enough teachers?: A reconsideration of the available evidence. Research Papers in Education, 35(4), 416-442. https://doi.org/10.1080/02671522.2019.1568535

There is widespread concern about the shortage of secondary school teachers in England. Recruitment to initial teacher training regularly fails to meet its intake targets. The secondary school pupil population is increasing. Teacher vacancies have ri... Read More about Why don’t we have enough teachers?: A reconsideration of the available evidence.

Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools (2019)
Journal Article
Beauchamp, G., Joyce-Gibbons, A., McNaughton, J., Young, N., & Crick, T. (2019). Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools. British Journal of Educational Technology, 50(6), 3214-3232. https://doi.org/10.1111/bjet.12728

This study explores remote, non‐collocated collaboration via multi‐touch table (SynergyNet) and video conferencing software (Skype). Twenty‐four participants (aged 10‐11 years) in two locations—primary school classrooms located 300 miles apart in the... Read More about Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools.

Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England (2019)
Journal Article
Siddiqui, N., Boliver, V., & Gorard, S. (2019). Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England. Social Inclusion, 7(1), 80-89. https://doi.org/10.17645/si.v7i1.1631

Longitudinal social surveys are widely used to understand which factors enable or constrain access to higher education. One such data resource is the Next Steps survey comprising an initial sample of 16,122 pupils aged 13–14 attending English state a... Read More about Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England.

Supporting children and young people when making decisions about joining clinical trials: qualitative study to inform multimedia website development (2019)
Journal Article
Martin-Kerry, J. M., Knapp, P., Atkin, K., Bower, P., Watt, I., Stones, C., …Young, B. (2019). Supporting children and young people when making decisions about joining clinical trials: qualitative study to inform multimedia website development. BMJ Open, 9(1), bmjopen-2018-023984. https://doi.org/10.1136/bmjopen-2018-023984

Objectives: To understand stakeholders’ views regarding the content and design of paediatric clinical trial multimedia websites. To describe how this knowledge informed the development of the multimedia websites. Design: Qualitative study comprising... Read More about Supporting children and young people when making decisions about joining clinical trials: qualitative study to inform multimedia website development.

Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence (2019)
Journal Article
El Soufi, N., & See, B. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in Educational Evaluation, 60, 140-162. https://doi.org/10.1016/j.stueduc.2018.12.006

This paper presents the results of a systematic review of international studies to establish whether explicit teaching of critical thinking is effective in enhancing the critical thinking skills of English language learners in higher education and to... Read More about Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence.

A crisis in education? An Arendtian perspective on citizenship and belonging in France and England (2019)
Journal Article
Welply, O. (2019). A crisis in education? An Arendtian perspective on citizenship and belonging in France and England. British Journal of Sociology of Education, 40(6), 759-775. https://doi.org/10.1080/01425692.2019.1592661

This article draws together a comparative sociological analysis and a political theory perspective to interpret children’s views on the role of school and being a pupil, and what these tell us about their conceptual representations of citizenship and... Read More about A crisis in education? An Arendtian perspective on citizenship and belonging in France and England.

The Experience of Black Caribbean Pupils in School Exclusion in England (2019)
Journal Article
Demi, F. (2019). The Experience of Black Caribbean Pupils in School Exclusion in England. Educational Review, 73(1), 55-70. https://doi.org/10.1080/00131911.2019.1590316

The disproportionate exclusion of Black Caribbean pupils has gained attention among policy makers and parents, but little research has been undertaken to understand the causes behind overrepresentation. Black Caribbean pupils were nearly four times m... Read More about The Experience of Black Caribbean Pupils in School Exclusion in England.

Sex differences in variability across nations in Reading, Mathematics and Science: A Meta-Analytic extension of Baye and Monseur (2016) (2019)
Journal Article
Gray, H., Lyth, A., McKenna, C., Stothard, S., Tymms, P., & Copping, L. (2019). Sex differences in variability across nations in Reading, Mathematics and Science: A Meta-Analytic extension of Baye and Monseur (2016). Large-scale Assessments in Education, 7, Article 2. https://doi.org/10.1186/s40536-019-0070-9

A recent study by Baye and Monseur (Large Scale Assess Educ 4:1–16, 2016) using large, international educational data sets suggest that the “greater male variation hypothesis” is well supported. Males are often over-represented at the tails of the ab... Read More about Sex differences in variability across nations in Reading, Mathematics and Science: A Meta-Analytic extension of Baye and Monseur (2016).