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All Outputs (1773)

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.

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.

What do we do to help others feel better? The eight strategies of the Regulating Others' Emotions Scale (ROES) (2025)
Journal Article
MacCann, C., Double, K. S., Olderbak, S., Austin, E. J., Pinkus, R. T., Walker, S. A., Kunst, H., & Niven, K. (2025). What do we do to help others feel better? The eight strategies of the Regulating Others' Emotions Scale (ROES). Emotion, 25(2), 410-429. https://doi.org/10.1037/emo0001459

Theoretical models of interpersonal extrinsic emotion regulation (the regulation of others' emotions) recognize many different regulation strategies, yet existing assessments do not assess a wide number of strategies at a granular level. In the prese... Read More about What do we do to help others feel better? The eight strategies of the Regulating Others' Emotions Scale (ROES).

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.

Ethical Challenges in Intercultural Citizenship Education with ‘Difficult Topics’ in the World Language Classroom and Beyond (2025)
Journal Article
Porto, M., Golubeva, I., & Byram, M. (2025). Ethical Challenges in Intercultural Citizenship Education with ‘Difficult Topics’ in the World Language Classroom and Beyond. Social Sciences, 14(3), Article 135. https://doi.org/10.3390/socsci14030135

The purpose of this article is to examine the ethical challenges that arise in the world language classroom and beyond from using intercultural citizenship pedagogy. Intercultural citizenship is, in general, seen as a recent and positive development... Read More about Ethical Challenges in Intercultural Citizenship Education with ‘Difficult Topics’ in the World Language Classroom and Beyond.

No pain, no gain: Willingness to communicate vis-à-vis communication behaviour and their effects on language performance (2025)
Journal Article
Zhang, J., Beckmann, N., & Beckmann, J. F. (in press). No pain, no gain: Willingness to communicate vis-à-vis communication behaviour and their effects on language performance. Language Teaching Research Quarterly,

Active communication is an important element of second language (L2) learning, as it contributes to the acquisition of language competence. The prerequisite of L2 use is having the willingness to communicate (WTC). However, previous research tended t... Read More about No pain, no gain: Willingness to communicate vis-à-vis communication behaviour and their effects on language performance.

Getting the Right Mix Between Research and Teaching: A Cross‐National Study of University Teachers' Perspectives and Practices in Teacher Education and Education Studies (2025)
Journal Article
Arnau-Sabatés, L., Ion, G., Wang, L., & Kowalczuk-Walędziak, M. (in press). Getting the Right Mix Between Research and Teaching: A Cross‐National Study of University Teachers' Perspectives and Practices in Teacher Education and Education Studies. Higher Education Quarterly, https://doi.org/10.1111/hequ.70019

Integrating research into teaching gives future practitioners the opportunity to inform and enhance their own professional capacities and practices with research. This study analyses integration practices currently employed by a sample of 124 univers... Read More about Getting the Right Mix Between Research and Teaching: A Cross‐National Study of University Teachers' Perspectives and Practices in Teacher Education and Education Studies.

How much 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. (in press). How much does school matter for children’s cognitive and non-cognitive learning? Findings from a natural experiment in Pakistan and India. British Educational Research Journal,

This paper reports on the findings of a natural experiment based on a sample of 1,123 children aged 4 to 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 cogniti... Read More about How much does school matter for children’s cognitive and non-cognitive learning? Findings from a natural experiment in Pakistan and India.

Ethical issues in foreign/world language teaching – the example of teaching for intercultural citizenship (2025)
Journal Article
Byram, M., Porto, M., & Wagner, M. (online). Ethical issues in foreign/world language teaching – the example of teaching for intercultural citizenship. Language, Culture and Curriculum, https://doi.org/10.1080/07908318.2025.2462618

In this article, we discuss some ethical issues arising from teaching foreign or world languages for intercultural citizenship. From this perspective, language education engages students in critical investigations of social issues and in the applicat... Read More about Ethical issues in foreign/world language teaching – the example of teaching for intercultural citizenship.

An Argument for More High-Quality Research Focused on Mental Health in the Post-Secondary Context. (2025)
Journal Article
Byrom, N., Pointon-Haas, J., Upsher, R., Iorfino, F., McKenna, S., McCann, E., Priestley, M., Slack, H. R., & Cleverley, K. (2025). An Argument for More High-Quality Research Focused on Mental Health in the Post-Secondary Context. Early Intervention in Psychiatry, 19(2), Article e70002. https://doi.org/10.1111/eip.70002

We argue that while a substantial proportion of emerging adults are in post-secondary education, there is relatively little consideration of this context within research and policy around youth mental health. The unique challenges young adults face i... Read More about An Argument for More High-Quality Research Focused on Mental Health in the Post-Secondary Context..

Trust and tension: shared governance in higher education amid student activism (2025)
Journal Article
Lo, W. Y. W. (online). Trust and tension: shared governance in higher education amid student activism. Studies in Higher Education, 1-16. https://doi.org/10.1080/03075079.2024.2449243

This article examines the intricate dynamics of trust and tension within university governance in Taiwan and Hong Kong, where the broader socio-political context–particularly student activism–profoundly influences university operations. Using the ‘gr... Read More about Trust and tension: shared governance in higher education amid student activism.

The AI Assessment Scale (AIAS) in Australian K-12 Education (2024)
Journal Article
Furze, L., & Roe, J. (2024). The AI Assessment Scale (AIAS) in Australian K-12 Education. Teachers’ Frontiers, 1(1), 17-24

Generative Artificial Intelligence (GenAI) in education has challenged K-12 educators to reconsider previously held notions of how technology can support or detract from learning experiences. While GenAI tools offer the potential to enhance learning... Read More about The AI Assessment Scale (AIAS) in Australian K-12 Education.

Stretched at Both Ends: Pressure on Student Services and the Impact on Academic Staff at UK Universities (2024)
Journal Article
Hughes, G., Priestley, M., & Spanner, L. (2025). Stretched at Both Ends: Pressure on Student Services and the Impact on Academic Staff at UK Universities. Education Sciences, 15(1), Article 13. https://doi.org/10.3390/educsci15010013

The role and responsibility of universities in supporting student mental health has been the subject of high-profile legal debate. Drawing on a thematic analysis of twelve semi-structured focus groups conducted during the Student Minds UK University... Read More about Stretched at Both Ends: Pressure on Student Services and the Impact on Academic Staff at UK Universities.

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.

Human capital and socialism builders: a happy marriage? Analysing the construction of ‘high-level talent’ in Chinese higher education policy (2024)
Journal Article
Bian, Z. (online). Human capital and socialism builders: a happy marriage? Analysing the construction of ‘high-level talent’ in Chinese higher education policy. Higher Education, https://doi.org/10.1007/s10734-024-01379-8

This paper employs critical discourse analysis to investigate the construction of ‘high-level talents’ within China’s Double First-Class Project, an educational initiative implemented in 2015 to establish first-class universities and disciplines and... Read More about Human capital and socialism builders: a happy marriage? Analysing the construction of ‘high-level talent’ in Chinese higher education policy.

The Need for a Unified Language Framework in Extrinsic Interpersonal Emotion Regulation Research (2024)
Journal Article
Walker, S., López-Pérez, B., Beckmann, J. F., Kunst, H., & Polias, S. (online). The Need for a Unified Language Framework in Extrinsic Interpersonal Emotion Regulation Research. Emotion, https://doi.org/10.1037/emo0001463

With increasing research interest in extrinsic interpersonal emotion regulation, this article aims to address the critical need for a unified language framework to strengthen and support these research efforts. Despite increasing interest and researc... Read More about The Need for a Unified Language Framework in Extrinsic Interpersonal Emotion Regulation Research.

Achievement gaps for English learners with disabilities (2024)
Journal Article
Daniel, J. (2025). Achievement gaps for English learners with disabilities. Learning and Instruction, 96, Article 102072. https://doi.org/10.1016/j.learninstruc.2024.102072

Background
In England, the number of English as an Additional Language (EAL) learners has been increasing. While prior research has explored the educational outcomes of EAL learners and students with special educational needs and disabilities (SEND)... Read More about Achievement gaps for English learners with disabilities.