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Professor Nadia Siddiqui's Outputs (139)

Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils' attainment in maths (2019)
Journal Article
See, B. H., Morris, R., Gorard, S., & Siddiqui, N. (2019). Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils' attainment in maths. Educational Research and Evaluation, 25(3-4), 203-224. https://doi.org/10.1080/13803611.2019.1686031

This paper presents the findings of a 1-year efficacy trial of Maths Counts (MC), an intensive, individualised programme delivered by trained teaching assistants. The programme was delivered 3 times a week over 10 weeks. The sample included 291 Year... Read More about Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils' attainment in maths.

Using contextual data to widen access to higher education (2019)
Journal Article
Boliver, V., Gorard, S., & Siddiqui, N. (2021). Using contextual data to widen access to higher education. Perspectives: Policy and Practice in Higher Education, 25(1), 7-13. https://doi.org/10.1080/13603108.2019.1678076

This paper reports on the findings of an ESRC funded project that contributes to the evidence base underpinning contextualised approaches to undergraduate admissions in England. We show that the bolder use of reduced entry requirements for disadvanta... Read More about Using contextual data to widen access to higher education.

The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England (2019)
Journal Article
Gorard, S., Siddiqui, N., & See, B. (2021). The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England. Research Papers in Education, 36(3), 355-379. https://doi.org/10.1080/02671522.2019.1677759

Pupil Premium funding has been provided to schools in England since 2011, to help overcome socio-economic segregation between schools, and reduce the attainment gap between disadvantaged pupils and their peers – nationally, regionally, and within ind... Read More about The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England.

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.

What do we know about children’s access to school and learning outcomes in Pakistan? Analysis of the risk factors to children’s proficiency in literacy and numeracy assessments (2019)
Journal Article
Siddiqui, N. (2019). What do we know about children’s access to school and learning outcomes in Pakistan? Analysis of the risk factors to children’s proficiency in literacy and numeracy assessments. Journal of International Development, 31(8), 752-763. https://doi.org/10.1002/jid.3435

This paper discusses the research feasibility of Annual Status of Education Report (ASER), volunteering citizen-led social survey conducted in Pakistan. The paper presents a detailed commentary on the process of ASER data collection, discussing the s... Read More about What do we know about children’s access to school and learning outcomes in Pakistan? Analysis of the risk factors to children’s proficiency in literacy and numeracy assessments.

EasyPeasy: Learning through play. Evaluation Report (2019)
Report
Robinson-Smith, L., Menzies, V., Cramman, H., Wang, Y. (., Fairhurst, C., Hallett, S., …Siddiqui, N. (2019). EasyPeasy: Learning through play. Evaluation Report. [No known commissioning body]

Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme (2019)
Journal Article
Siddiqui, N., Gorard, S., & See, B. (2019). Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme. Studies in Educational Evaluation, 61, 74-82. https://doi.org/10.1016/j.stueduc.2019.03.004

Disadvantaged pupils in England tend to have lower average attainment than their peers. They are also less likely to be involved in wider learning and opportunities for experience beyond the classroom walls. Approaches which support learning activiti... Read More about Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme.

How trajectories of disadvantage help explain school attainment (2019)
Journal Article
Gorard, S., & Siddiqui, N. (2019). How trajectories of disadvantage help explain school attainment. SAGE Open, 9(1), 1-14. https://doi.org/10.1177/2158244018825171

This paper illustrates the links between different ways of assessing disadvantage at school and subsequent qualification outcomes at age 16 in England. Our previous work has compared variables that represent current or recent snapshots of disadvantag... Read More about How trajectories of disadvantage help explain school attainment.

Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England (2019)
Journal Article
Siddiqui, N., Boliver, V., & Gorard, S. (2019). Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England. Social Inclusion, 7(1), 80-89. https://doi.org/10.17645/si.v7i1.1631

Longitudinal social surveys are widely used to understand which factors enable or constrain access to higher education. One such data resource is the Next Steps survey comprising an initial sample of 16,122 pupils aged 13–14 attending English state a... Read More about Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England.

Religious and Race Hate Experience Survey: Report Findings (2019)
Report
Siddiqui, N., Towl, G., Matthewson, J., Stretesky, C., & Earnshaw, M. (2019). Religious and Race Hate Experience Survey: Report Findings

Widening participation, diversity and inclusion have become the main goals to achieve in the UK higher education expansion and widening participation agenda. In April 2018, the Equality, Diversity and Inclusion Unit was awarded £50,000 from the Offic... Read More about Religious and Race Hate Experience Survey: Report Findings.

There is only research: the liberating impact of just doing research (2018)
Journal Article
Gorard, S., & Siddiqui, N. (2018). There is only research: the liberating impact of just doing research. International journal of multiple research approaches, 10(1), 328-333. https://doi.org/10.29034/ijmra.v10n1a21

Based on reading a very large number of research reports, and conducting a wide range of different projects, this article illustrates a simple yet inclusive model of research. Research is considered as a cyclical activity with various designs and met... Read More about There is only research: the liberating impact of just doing research.

The importance of process evaluation for randomised control trials in education (2018)
Journal Article
Siddiqui, N., Gorard, S., & See, B. (2018). The importance of process evaluation for randomised control trials in education. Educational Research, 60(3), 357-370. https://doi.org/10.1080/00131881.2018.1493349

Background: Educational interventions are often complex, and their outcomes could be due to factors not focused on in the impact evaluation. Therefore, educational evaluations using a randomised control trial (RCT) design approach need to go beyond o... Read More about The importance of process evaluation for randomised control trials in education.

A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education (2018)
Journal Article
Siddiqui, N., & Ventista, O. (2018). A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education. International Journal of Educational Research, 90, 117-132. https://doi.org/10.1016/j.ijer.2018.06.003

This paper presents a review of interventions which have the evidence of impact on students’ non-cognitive skills. The review included 3000 studies out of which 138 studies were found relevant. Only 13 studies could be considered for the final result... Read More about A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education.