Skip to main content

Research Repository

Advanced Search

Professor Nadia Siddiqui's Outputs (139)

Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India (2022)
Report
Siddiqui, N., Stephen, G., Smruti, B., Saba, S., Hamza, S., Beng Huat, S., …Kiran, P. (2022). Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India. British Academy

School is a long-term intervention in children’s lives. Children spend many hours in school where the expectation is that the activities will boost their natural growth and academic potential in the most receptive years of development. However, learn... Read More about Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India.

Is household income a reliable measure when assessing educational outcomes? A Jigsaw of two datasets (Next Steps and National Pupil Database) for understanding indicators of disadvantage (2022)
Journal Article
Siddiqui, N., & Gorard, S. (2023). Is household income a reliable measure when assessing educational outcomes? A Jigsaw of two datasets (Next Steps and National Pupil Database) for understanding indicators of disadvantage. International Journal of Research & Method in Education, 46(2), 118-132. https://doi.org/10.1080/1743727x.2022.2094359

Robust indicators are important for identifying young people at risk of not meeting expected achievement goals in education, and for ensuring that they are rightly receiving relevant state-funded assistance. This paper compares the quality and comple... Read More about Is household income a reliable measure when assessing educational outcomes? A Jigsaw of two datasets (Next Steps and National Pupil Database) for understanding indicators of disadvantage.

The more selective, the more effective? The geographical difference of the effectiveness of selective education (2022)
Journal Article
Lu, B., & Siddiqui, N. (2024). The more selective, the more effective? The geographical difference of the effectiveness of selective education. Educational Review, 76(4), 792-810. https://doi.org/10.1080/00131911.2022.2054960

The impact of academically selective schools on children’s learning achievement has received global attention for decades. Despite the persistence of early-age selection in many countries, evidence of its impacts is mixed. This study analysed nationa... Read More about The more selective, the more effective? The geographical difference of the effectiveness of selective education.

Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children (2022)
Journal Article
Siddiqui, N., Gorard, S., & See, B. (2022). Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children. Education Sciences, 12(5), Article 322. https://doi.org/10.3390/educsci12050322

Non-cognitive learning taking place at school helps form dispositions that can be as important as cognitive outcomes in terms of lifelong relevance. There are diverse interventions and school-based programmes targeting non-cognitive skills, but the e... Read More about Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children.

Flash Marketing Evaluation Report (2022)
Report
Morris, R., Gorard, S., See, B., & Siddiqui, N. (2022). Flash Marketing Evaluation Report. [No known commissioning body]

The implications of these studies for new researchers (2022)
Book Chapter
Gorard, S., & Siddiqui, N. (2022). The implications of these studies for new researchers. In N. Siddiqui, & S. Gorard (Eds.), Making Your Doctoral Research Project Ambitious. Routledge

The editors conclude this book with a chapter for new researchers, emphasising the feasibility of high quality ambitious doctoral studies. The chapter summarises the important common ingredients of the successful studies in Chapters 2 to 18. These in... Read More about The implications of these studies for new researchers.

Thinking bigger: The importance of an ambitious doctoral research project (2022)
Book Chapter
Siddiqui, N., & Gorard, S. (2022). Thinking bigger: The importance of an ambitious doctoral research project. In Making Your Doctoral Research Project Ambitious. Routledge

This chapter sets the scene for this book. We present the case for doing ambitious doctoral projects, and provide advice for prospective researchers on making their doctoral journey a worthwhile experience. The chapter includes some fresh perspective... Read More about Thinking bigger: The importance of an ambitious doctoral research project.

A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England (2022)
Journal Article
See, B., Morris, R., Gorard., S., Siddiqui, N., Easterbrook, M., Nieuwenhuis, M., Fox, K., Harris, P., & Banerjee, R. (2022). A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England. Educational Research and Evaluation, 27(1-2), 83-116. https://doi.org/10.1080/13803611.2021.2022317

Self-affirmation theory suggests that some potentially stigmatised groups, such as those from ethnic minority or poor families, face stereotype threats which undermine their academic performance. Engaging in value affirmation writing activities at ti... Read More about A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England.

Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education? (2022)
Journal Article
Boliver, V., Gorard, S., & Siddiqui, N. (2022). Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education?. British Journal of Sociology of Education, 43(3), 349-374. https://doi.org/10.1080/01425692.2021.2017852

This paper evaluates a range of measures commonly used to target and measure the success of efforts to widen access to higher education. We demonstrate empirically that the area-level widening access metrics advocated by England’s Office for Students... Read More about Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education?.

Increasing understanding of the aspirations and expectations of Roma students (2021)
Journal Article
Zelinsky, T., Gorard, S., & Siddiqui, N. (2021). Increasing understanding of the aspirations and expectations of Roma students. British Journal of Sociology of Education, 42(4), 588-606. https://doi.org/10.1080/01425692.2021.1872366

Roma are the largest ethnic minority in Europe, and despite the efforts of national governments and international institutions in many countries, the majority still live below the poverty line. It is estimated that only approximately 20 per cent of a... Read More about Increasing understanding of the aspirations and expectations of Roma students.

Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools (2021)
Journal Article
Siddiqui, N., & Shaukat, S. (2021). Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools. Education Sciences, 11(7), Article 358. https://doi.org/10.3390/educsci11070358

Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to addr... Read More about Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools.