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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. (in press). What helps to attract minority ethnic teachers in England?: Results from a national survey. Review of Education Studies, 5(1),

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.

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.

The changing landscape of doctoral education in the UK (2025)
Book Chapter
Taylor, S., & Wisker, G. (2025). The changing landscape of doctoral education in the UK. In S. Taylor, K. Holley, & M. Kiley (Eds.), Global Perspectives on Graduate and Doctoral Education: International Case Studies (156-171). Routledge. https://doi.org/10.4324/9781003582335-15

As elsewhere across the globe, for the past two decades doctoral education in the UK has been in the throes of change. This article seeks to describe and analyse developments in 1) the national framework for doctoral education, 2) institutional struc... Read More about The changing landscape of doctoral education in the UK.

The changing landscape of doctoral education: Conclusions and further research (2025)
Book Chapter
Holley, K. A., Taylor, S., & Kiley, M. (2025). The changing landscape of doctoral education: Conclusions and further research. In S. Taylor, K. Holley, & M. Kiley (Eds.), Global Perspectives on Graduate and Doctoral Education: International Case Studies (181-189). Routledge. https://doi.org/10.4324/9781003582335-17

The articles in this special issue of Innovations in Education and Teaching International provide a global snapshot of the current state of doctoral education. They show variation across national systems, and at the same time, demonstrate that simila... Read More about The changing landscape of doctoral education: Conclusions and further research.

The changing landscape of doctoral education: A framework for analysis and introduction to the Special Issue (2025)
Book Chapter
Taylor, S. (2025). The changing landscape of doctoral education: A framework for analysis and introduction to the Special Issue. In S. Taylor, K. Holley, & M. Kiley (Eds.), Global Perspectives on Graduate and Doctoral Education: International Case Studies (6-22). Routledge. https://doi.org/10.4324/9781003582335-2

Traditionally, doctoral education was a matter of the talented few being apprenticed to learn how to research from masters in their discipline; it was conducted in private in spaces far removed from normal teaching or industry or commerce; the only r... Read More about The changing landscape of doctoral education: A framework for analysis and introduction to the Special Issue.

What is the way forward for research-informed education? (2025)
Book Chapter
Gorard, S., & Chen, W. (in press). What is the way forward for research-informed education?. In D. Wyse, V. Baumfield, N. Mockler, & M. Reardon (Eds.), The BERA-Sage Handbook of Research-Informed Education Practice and Policy. BERA-Sage

This chapter looks at some of the key decisions to be faced in promoting the use of research evidence in policy and practice – the quality of the evidence to be used, and how that quality can be judged. Once the policy/school context has determined t... Read More about What is the way forward for research-informed education?.

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... Read More about Trust and tension: shared governance in higher education amid student activism.

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. (in press). The impact of student:teacher ethnic congruence on student treatment and relationships at school: an international review of evidence. Review of Education Studies,

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.

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.

Introduction: Ongoing developments in doctoral education (2024)
Book Chapter
Taylor, S., Holley, K. A., & Kiley, M. (2025). Introduction: Ongoing developments in doctoral education. In S. Taylor, K. Holley, & M. Kiley (Eds.), Global Perspectives on Graduate and Doctoral Education International Case Studies (1-5). Routledge. https://doi.org/10.4324/9781003582335-1

A special issue of Innovations in Education and Teaching International, published in August 2023, sought to provide an international overview of recent developments in doctoral education and to describe and analyse aspects of their impact in 14 of th... Read More about Introduction: Ongoing developments in doctoral education.

Global Perspectives on Graduate and Doctoral Education: International Case Studies (2024)
Book
Taylor, S., Holley, K., & Kiley, M. (Eds.). (2025). Global Perspectives on Graduate and Doctoral Education: International Case Studies. Routledge. https://doi.org/10.4324/9781003582335

This book provides a framework for analysis and reviews the changing landscape of doctoral education across fourteen global case studies before providing conclusions and recommendations for further research and development.

Traditionally, doctoral... Read More about Global Perspectives on Graduate and Doctoral Education: International Case Studies.

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.

Their wellbeing affects our wellbeing: student perspectives of lecturer wellbeing and its consequences for student wellbeing (2024)
Journal Article
Rakow, K. E., Priestley, M., Byrom, N. C., Foster, J. L. H., & Dommett, E. J. (online). Their wellbeing affects our wellbeing: student perspectives of lecturer wellbeing and its consequences for student wellbeing. Higher Education, https://doi.org/10.1007/s10734-024-01365-0

A “whole university approach” has been recommended for addressing concerns about the wellbeing of UK university lecturers and students. Previously, staff wellbeing has been explored from staff perspectives. Student wellbeing has been explored from th... Read More about Their wellbeing affects our wellbeing: student perspectives of lecturer wellbeing and its consequences for student wellbeing.