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All Outputs (16)

Impact-evaluation study of a school leadership development programme in Rwanda - Inception Report, VVOB – Education for Development (2024)
Preprint / Working Paper
Nguyen, D., See, B. H., Do, H., Kirezi, J. C., Pieck, L., & Peeraer, J. (2024). Impact-evaluation study of a school leadership development programme in Rwanda - Inception Report, VVOB – Education for Development

School leadership plays a critical role in securing equity and excellence in schools. School leaders influence the quality of teaching and learning in their schools through multiple pathways, including promoting teacher development, creating safe env... Read More about Impact-evaluation study of a school leadership development programme in Rwanda - Inception Report, VVOB – Education for Development.

Evaluation of Supported Progression (SP) schemes offered by Durham University (2023)
Preprint / Working Paper
Siddiqui, N., Gorard, S., & Boliver, V. Evaluation of Supported Progression (SP) schemes offered by Durham University

Durham University’s Supported Progression (SP) programme aims to help increase the socioeconomic diversity of Durham’s undergraduate population. SP is a combination of interventions for widening access initiatives providing young people from disadvan... Read More about Evaluation of Supported Progression (SP) schemes offered by Durham University.

The changing role of students in British higher education governance: Partners, consumers and digital users (2022)
Preprint / Working Paper
Raaper, R., & Komljenovic, J. The changing role of students in British higher education governance: Partners, consumers and digital users

This working paper discusses the changing role of students in British higher education governance over the three societal periods: the welfare state, the market society and the digital economy. Within the past three decades, the student has shifted f... Read More about The changing role of students in British higher education governance: Partners, consumers and digital users.

Interim project report on ECE project in India and Pakistan (2020)
Preprint / Working Paper
Siddiqui, N., Bulsari, S., Gorard, S., Saeed, S., Saeed, S., See, B. H., Dixon, P., & Pandya, K. Interim project report on ECE project in India and Pakistan

We are pleased to report that the project has been successfully launched in the State of Gujarat, India and the province of Punjab, Pakistan under most unfortunate and critical circumstance due to the Covid 19 crisis. Before the global pandemic hit t... Read More about Interim project report on ECE project in India and Pakistan.

Teachers’ responses to the school reopening strategy (2020)
Preprint / Working Paper
See, B., Wardle, L., & Collie, P. Teachers’ responses to the school reopening strategy

This report is the first of a series of reports that focus on how schools and colleges in England are responding to the current coronavirus pandemic. The surveys on which these reports are based were developed in collaboration with Schoolzone. The fi... Read More about Teachers’ responses to the school reopening strategy.

Pilot study report 2020 : Assessing Early Years Schooling, Access and Student Outcomes (AESAS): Establishing routes for sustainable education in Pakistan and India (2020)
Preprint / Working Paper
Siddiqui, N. Pilot study report 2020 : Assessing Early Years Schooling, Access and Student Outcomes (AESAS): Establishing routes for sustainable education in Pakistan and India

AESAS project is an opportunity for us to investigate the importance and function of school in children’s lives in the two largest regions of Punjab, Pakistan and State of Gujarat, India. AESAS is a comparative study of children’s learning outcomes i... Read More about Pilot study report 2020 : Assessing Early Years Schooling, Access and Student Outcomes (AESAS): Establishing routes for sustainable education in Pakistan and India.

Pilot study report 2020 : Assessing Early Years Schooling, Access and Student Outcomes (AESAS): Establishing routes for sustainable education in Pakistan and India (2020)
Preprint / Working Paper
Siddiqui, N., Bulsari, S., Gorard, S., See, B. H., Dixon, P., Pandya, K., Saeed, S., & Saeed, S. Pilot study report 2020 : Assessing Early Years Schooling, Access and Student Outcomes (AESAS): Establishing routes for sustainable education in Pakistan and India

AESAS project is an opportunity for us to investigate the importance and function of school in children’s lives in the two largest regions of Punjab, Pakistan and State of Gujarat, India. AESAS is a comparative study of children’s learning outcomes i... Read More about Pilot study report 2020 : Assessing Early Years Schooling, Access and Student Outcomes (AESAS): Establishing routes for sustainable education in Pakistan and India.

Teachers' wellbeing and workload during Covid-19 lockdown (2020)
Preprint / Working Paper
See, B., Wardle, L., & Collie, P. Teachers' wellbeing and workload during Covid-19 lockdown

This report is the second in a series of reports looking at how teachers have responded to the current coronavirus pandemic. The first focused on teachers’ thoughts about the government’s reopening strategy and how they felt about returning to school... Read More about Teachers' wellbeing and workload during Covid-19 lockdown.

The ‘Write Across’ Project: Evaluation Report (2019)
Preprint / Working Paper
Morris, R., See, B. H., Gorard, S., & Siddiqui, N. The ‘Write Across’ Project: Evaluation Report

The Write Across project aimed to provide high-quality and ongoing professional development opportunities to teaching staff, focusing on pedagogical approaches and subject knowledge relating to writing composition and grammar. The National Literacy T... Read More about The ‘Write Across’ Project: Evaluation Report.

An analysis of school-based contextual indicators for possible use in widening participation (2017)
Preprint / Working Paper
Gorard, S., Siddiqui, N., & Boliver, V. An analysis of school-based contextual indicators for possible use in widening participation

This paper looks at the National Pupil Database for England in terms of variables that could be used by universities to help them assess undergraduate applications. Where a young person is obviously disadvantaged, this can be taken into account in co... Read More about An analysis of school-based contextual indicators for possible use in widening participation.

Which are the most suitable contextual indicators for use in widening participation to HE? (2017)
Preprint / Working Paper
Gorard, S., Boliver, V., Siddiqui, N., Banerjee, P., & Morris, R. Which are the most suitable contextual indicators for use in widening participation to HE?

UK universities are increasingly making decisions about undergraduate admissions with reference to various contextual indicators which are intended to identify whether or not an applicant comes from a disadvantaged family, neighbourhood or school env... Read More about Which are the most suitable contextual indicators for use in widening participation to HE?.

An analysis of contextual and other indicators of HE students for possible use in widening participation (2017)
Preprint / Working Paper
Gorard, S., Siddiqui, N., & Boliver, V. An analysis of contextual and other indicators of HE students for possible use in widening participation

This paper looks at the HESA statistics for all students at university at HEIs in England from 2008/9 to 2011/12, linked to the National Pupil Database (NPD), with records for all pupils in England who ended Key Stage 4 (KS4) in 2006.This limits the... Read More about An analysis of contextual and other indicators of HE students for possible use in widening participation.

The role of iPIPS assessment in providing high quality value added information on school and system effectiveness within and between countries (2014)
Preprint / Working Paper
Kardanova, E., Ivanova, A., Merrell, C., Hawker, D., & Tymms, P. The role of iPIPS assessment in providing high quality value added information on school and system effectiveness within and between countries

Despite the growing influence of international surveys of student achievements such as PISA, TIMSS, and PIRLS on policy, there is currently no international baseline study of children’s development on starting school. As a result, nobody knows for su... Read More about The role of iPIPS assessment in providing high quality value added information on school and system effectiveness within and between countries.

Schneider and Wagemann's proposed Enhanced Standard Analysis for Ragin's Qualitative Comparative Analysis: Some unresolved problems and some suggestions for addressing them. COMPASSS Working Paper 2014-77 (2014)
Preprint / Working Paper
Cooper, B., Glaesser, J., & Thomson, S. Schneider and Wagemann's proposed Enhanced Standard Analysis for Ragin's Qualitative Comparative Analysis: Some unresolved problems and some suggestions for addressing them. COMPASSS Working Paper 2014-77

Ragin's (2008) Qualitative Comparative Analysis (QCA) provides a way of undertaking case-based configurational analysis, focusing on necessary and sufficient conditions. QCA is increasingly used to undertake systematic set-theoretic analyses of small... Read More about Schneider and Wagemann's proposed Enhanced Standard Analysis for Ragin's Qualitative Comparative Analysis: Some unresolved problems and some suggestions for addressing them. COMPASSS Working Paper 2014-77.