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Wenqing Chen's Outputs (4)

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?.

Translational science in the science of reading: A case study (2024)
Journal Article
Daniel, J., Clucas, L., Wenqing, C., Collier, K., & Moss, J. (online). Translational science in the science of reading: A case study. British Journal of Special Education, https://doi.org/10.1111/1467-8578.12548

This study explores the perceived effectiveness of an open educational reading programme for primary school pupils with specific learning difficulties (SpLD) such as dyslexia. The programme, implemented by experienced teaching assistants (TAs), encom... Read More about Translational science in the science of reading: A case study.

Can Teaching Enthusiasm Partially Predict the Reading Attainment of Low-income Students in Secondary Schools in England? (2023)
Presentation / Conference Contribution
Chen, W. (2022, October). Can Teaching Enthusiasm Partially Predict the Reading Attainment of Low-income Students in Secondary Schools in England?. Presented at Imagining Better Education 2022, Durham, United Kingdom

The poverty achievement gap in early reading is a persistent issue in England and around the world, potentially disadvantaging poor students and their further study. This new study employs student-perceived teaching enthusiasm and reading attitudes t... Read More about Can Teaching Enthusiasm Partially Predict the Reading Attainment of Low-income Students in Secondary Schools in England?.

The disproportionality of ethnic minority teachers in England: trends, patterns, and problems (2023)
Journal Article
Gorard, S., Chen, W., Tan, Y., Gazmuri, C., See, B., Tereshchenko, A., Demie, F., & Siddiqui, N. (2023). The disproportionality of ethnic minority teachers in England: trends, patterns, and problems. Routledge Open Research, 2(13), https://doi.org/10.12688/routledgeopenres.17798.1

Background: England has an ethnically diverse population; reflected in the teacher workforce, and the student body in schools. However, it is not clear that these figures are in proportion to each other. This paper examines the ethnic profile of stud... Read More about The disproportionality of ethnic minority teachers in England: trends, patterns, and problems.