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How we assess mathematics degrees: the summative assessment diet a decade on (2021)
Journal Article
Iannone, P., & Simpson, A. (2022). How we assess mathematics degrees: the summative assessment diet a decade on. Teaching Mathematics and its Applications: An International Journal of the IMA, 41(1), 22-31. https://doi.org/10.1093/teamat/hrab007

Two previous studies mapping university mathematics students’ summative assessment diet in the UK revealed a clear picture. In general there was a dominance of closed book examinations with a strong relationship to departmental league table position.... Read More about How we assess mathematics degrees: the summative assessment diet a decade on.

The challenge and opportunities of quantum literacy for future education and transdisciplinary problem-solving (2021)
Journal Article
Nita, L., Mazzoli Smith, L., Chancellor, N., & Cramman, H. (2023). The challenge and opportunities of quantum literacy for future education and transdisciplinary problem-solving. Research in Science and Technological Education, 41(2), 564-580. https://doi.org/10.1080/02635143.2021.1920905

Background Knowledge of quantum computing is arguably inaccessible to many, with knowledge of the complex mathematics involving a particular barrier to entry, creating difficulty in terms of teaching and inclusive learning for those without a high le... Read More about The challenge and opportunities of quantum literacy for future education and transdisciplinary problem-solving.

The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention (2021)
Journal Article
Daniel, J., Vaughn, S., Roberts, G., & Grills, A. (2022). The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention. Journal of Learning Disabilities, 55(4), 259-271. https://doi.org/10.1177/00222194211010349

To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of rea... Read More about The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention.

Training Teachers in China to Use the Philosophy for Children Approach and Its Impact on Critical Thinking Skills: A Pilot Study (2021)
Journal Article
Wu, C. (2021). Training Teachers in China to Use the Philosophy for Children Approach and Its Impact on Critical Thinking Skills: A Pilot Study. Education Sciences, 11(5), Article 206. https://doi.org/10.3390/educsci11050206

Philosophy for Children (P4C) is an educational approach that helps children question, reason, construct arguments, and collaborate with others. This approach to teaching is new to Chinese teachers and students who have traditionally relied on rote l... Read More about Training Teachers in China to Use the Philosophy for Children Approach and Its Impact on Critical Thinking Skills: A Pilot Study.

Subjective Well-being, Income, and Ethnicity in Slovakia (2021)
Journal Article
Želinský, T. (2022). Subjective Well-being, Income, and Ethnicity in Slovakia. Journal of Poverty, 26(4), 271-296. https://doi.org/10.1080/10875549.2021.1910104

This paper utilizes two measures of subjective well-being to test a hypothesis that a marginal increase in subjective well-being associated with a marginal increase in income is larger for poorer than for richer populations. This hypothesis is examin... Read More about Subjective Well-being, Income, and Ethnicity in Slovakia.

Who wants to be a teacher? Findings from a survey of undergraduates in England (2021)
Journal Article
Gorard, S., Ventista, O. M., Morris, R., & See, B. H. (2023). Who wants to be a teacher? Findings from a survey of undergraduates in England. Educational Studies, 49(6), https://doi.org/10.1080/03055698.2021.1915751

Having enough (appropriate) teachers is a foundation for a good education system, yet teacher shortages in some areas and subjects are a widespread problem. This paper examines the views of 4,469 undergraduate students in 53 universities in England,... Read More about Who wants to be a teacher? Findings from a survey of undergraduates in England.

The Achievement of Spanish Speaking Students in Secondary Schools in England (2021)
Journal Article
Demie, F. (2023). The Achievement of Spanish Speaking Students in Secondary Schools in England. Journal of Latinos and Education, 22(3), 1031-1045. https://doi.org/10.1080/15348431.2021.1899925

This research aims to examine Spanish-speaking students’ attainment to improve our knowledge about students at the end of secondary school in England. The sample consisted of students who completed the General Certificate of Secondary Education (GCSE... Read More about The Achievement of Spanish Speaking Students in Secondary Schools in England.

Intertemporal Choices of Children and Adults from Poor Roma Communities: A Case Study from Slovakia (2021)
Journal Article
Želinský, T. (online). Intertemporal Choices of Children and Adults from Poor Roma Communities: A Case Study from Slovakia. Eastern European Economics, https://doi.org/10.1080/00128775.2021.1909424

Poverty may have negative consequences on people’s economic behavior and literature has documented close links between time discounting and poverty. This paper investigates intertemporal choices made by children and adults from segregated Roma commun... Read More about Intertemporal Choices of Children and Adults from Poor Roma Communities: A Case Study from Slovakia.

Revisiting postliminal variation in threshold concepts: issues of unexpected transformation and legitimisation (2021)
Journal Article
Calduch, I., & Rattray, J. (2022). Revisiting postliminal variation in threshold concepts: issues of unexpected transformation and legitimisation. Studies in Higher Education, 47(7), 1453-1463. https://doi.org/10.1080/03075079.2021.1910651

Within the Threshold Concepts Framework, ‘postliminal variation’ has been defined as the variation in the point and state of exit into a new conceptual space, and the epistemological and ontological terrain encountered from that point onwards. Howeve... Read More about Revisiting postliminal variation in threshold concepts: issues of unexpected transformation and legitimisation.

Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools (2021)
Journal Article
See, B. H., Gorard, S., Lu, B., Dong, L., & Siddiqui, N. (2022). Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools. Research Papers in Education, 37(6), 1064-1096. https://doi.org/10.1080/02671522.2021.1907778

While education technology has been widely used in classrooms, and considerable investments have been made to support its use in the UK, the evidence base for many such rapidly changing technologies is weak, and their efficacy is unclear. The aim of... Read More about Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools.

Assessing the impact of Pupil Premium funding on primary school segregation and attainment (2021)
Journal Article
Gorard, S., Siddiqui, N., & See, H. (2022). Assessing the impact of Pupil Premium funding on primary school segregation and attainment. Research Papers in Education, 37(6), 992-1019. https://doi.org/10.1080/02671522.2021.1907775

Using funding to improve educational outcomes is a common policy approach, usually assumed to be effective; but it is less commonly agreed how the money should be routed, and what it should be used for. This paper examines the possible impact of one... Read More about Assessing the impact of Pupil Premium funding on primary school segregation and attainment.

The Benefits of Music Workshop Participation for Pupils’ Wellbeing and Social Capital: The In2 Music Project Evaluation (2021)
Journal Article
Ward, S., James, S., James, K., Brown, C., Kokotsaki, D., & Wigham, J. (2023). The Benefits of Music Workshop Participation for Pupils’ Wellbeing and Social Capital: The In2 Music Project Evaluation. Arts Education Policy Review, 124(1), 37-47. https://doi.org/10.1080/10632913.2021.1903640

This paper reports on the evaluation of the In2 music project in Darlington, England. The project ran for seven weeks from January – March 2020 and involved Year 6 pupils from four primary schools (n = 103) and Year 7 pupils from one secondary school... Read More about The Benefits of Music Workshop Participation for Pupils’ Wellbeing and Social Capital: The In2 Music Project Evaluation.

The effects of population density on subjective well-being: A case-study of Slovakia (2021)
Journal Article
Želinský, T., Hudec, O., Mojsejová, A., & Hricová, S. (2021). The effects of population density on subjective well-being: A case-study of Slovakia. Socio-Economic Planning Sciences, 78, Article 101061. https://doi.org/10.1016/j.seps.2021.101061

The main objective of the study is to examine the effects of population density on individuals’ subjective well-being (SWB). The physical characteristics of the built environment have recently received more attention regarding their role in influenci... Read More about The effects of population density on subjective well-being: A case-study of Slovakia.

Doctoral students navigating the borderlands of academic teaching in an era of precarity (2021)
Journal Article
Rao, N., Hosein, A., & Raaper, R. (2021). Doctoral students navigating the borderlands of academic teaching in an era of precarity. Teaching in Higher Education, 26(3), 454-470. https://doi.org/10.1080/13562517.2021.1892058

Neoliberalisation of academia has led to an increasing recruitment of doctoral students in teaching roles. Whilst there is evidence of doctoral students being engaged in teaching roles and the reasons for doing so, there is a pressing need to underst... Read More about Doctoral students navigating the borderlands of academic teaching in an era of precarity.

Equivalence Scale and Income Poverty: Two Approaches to Estimate Country-specific Scale for the Czech Republic (2021)
Journal Article
Mysíková, M., Želinský, T., Jirková, M., & Večerník, J. (2021). Equivalence Scale and Income Poverty: Two Approaches to Estimate Country-specific Scale for the Czech Republic. Social Indicators Research, 156(1), 21-45. https://doi.org/10.1007/s11205-021-02636-4

The at-risk-of-poverty rate, the relative income poverty indicator applied in the EU, can be highly sensitive to the equivalence scale used to transform household income to an equivalent for individuals. This study applies two well-established approa... Read More about Equivalence Scale and Income Poverty: Two Approaches to Estimate Country-specific Scale for the Czech Republic.

How can we help teachers to promote evidence-led teaching? (2021)
Journal Article
Gorard, S. (online). How can we help teachers to promote evidence-led teaching?. Professional development today,

Stephen Gorard argues that improvements in education research have not been accompanied by the means of getting this research used in education practice. He explains what needs to be done to help teachers sift out and use high quality evidence