Beng See's Outputs (35)

Evaluation of the Accelerated Reader: an aggregated trial. (2015)
Report
Gorard, S., Siddiqui, N., & See, B. (2015). Evaluation of the Accelerated Reader: an aggregated trial. [No known commissioning body]

Accelerated Reader (AR) is an an internet-based reading programme called, which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among... Read More about Evaluation of the Accelerated Reader: an aggregated trial..

Systematic review of the impact of arts education on the cognitive and non-cognitive outcomes of school-aged children. (2015)
Report
See, B., & Kokotsaki, D. (2015). Systematic review of the impact of arts education on the cognitive and non-cognitive outcomes of school-aged children. [No known commissioning body]

The aim of this review was to examine empirical evidence to establish whether arts participation could lead to improvements in children’s attainment at school and their wider outcomes, and to identify the arts activities with the best evidence of suc... Read More about Systematic review of the impact of arts education on the cognitive and non-cognitive outcomes of school-aged children..

Evaluation of the Curriculum Centre Word and World Reading programme. (2015)
Report
See, B., Gorard, S., & Siddiqui, N. (2015). Evaluation of the Curriculum Centre Word and World Reading programme. [No known commissioning body]

The Word and World Reading programmeintended to improve the reading comprehension and wider literacy skills of children aged 7-9 in primary schools from low income families in England. The programme was implemented with 659 of 1,340 pupils (in 8 out... Read More about Evaluation of the Curriculum Centre Word and World Reading programme..

Evaluation of the Fresh Start: an aggregated trial. (2015)
Report
Gorard, S., Siddiqui, N., & See, B. (2015). Evaluation of the Fresh Start: an aggregated trial. [No known commissioning body]

We evaluated the impact and feasibility of Fresh Start as an intervention to help new entrants with low prior literacy, based on a randomised controlled trial conducted with 10 secondary schools in England. Fresh Start is a synthetic phonics programm... Read More about Evaluation of the Fresh Start: an aggregated trial..

Impact of arts education on the cognitive and non-cognitive outcomes of school-aged children. A review of evidence (2015)
Report
See, B., & Kokotsaki, D. (2015). Impact of arts education on the cognitive and non-cognitive outcomes of school-aged children. A review of evidence. [No known commissioning body]

This literature review was commissioned by the Education Endowment Foundation (EEF) to assess the evidence of impact of arts education on cognitive and non-cognitive outcomes of children from pre-school to compulsory school age (ages 3 to 16). In thi... Read More about Impact of arts education on the cognitive and non-cognitive outcomes of school-aged children. A review of evidence.

Evaluation of CUREE/AfA Response to Intervention. (2014)
Report
See, B., Gorard, S., & Siddiqui, N. (2014). Evaluation of CUREE/AfA Response to Intervention. [No known commissioning body]

Evaluation of Anglican Schools Partnership Enhanced Feedback Pilot. (2014)
Report
See, B., Gorard, S., & Siddiqui, N. (2014). Evaluation of Anglican Schools Partnership Enhanced Feedback Pilot. [No known commissioning body]

Process and summative evaluation of the Switch-On literacy transition programme. (2014)
Report
Gorard, S., See, B., & Siddiqui, N. (2014). Process and summative evaluation of the Switch-On literacy transition programme. [No known commissioning body]

Evaluation of Future Foundations Summer School Programme. (2014)
Report
Siddiqui, N., Gorard, S., & See, B. (2014). Evaluation of Future Foundations Summer School Programme. [No known commissioning body]

Process and summative evaluation of the Switch-On literacy transition programme. (2013)
Report
Gorard, S., See, B., & Siddiqui, N. (2013). Process and summative evaluation of the Switch-On literacy transition programme. [No known commissioning body]

Living and learning in Castle Vale: the educational trajectories and outcomes of young poeple at school in one area of Birmingham. (2013)
Report
Gorard, S., & See, B. (2013). Living and learning in Castle Vale: the educational trajectories and outcomes of young poeple at school in one area of Birmingham. [No known commissioning body]

What do rigorous evaluations tell us about the most promising parental involvement interventions? A critical review of what works for disadvantaged children in different age groups (2013)
Report
See, B., & Gorard, S. (2013). What do rigorous evaluations tell us about the most promising parental involvement interventions? A critical review of what works for disadvantaged children in different age groups. [No known commissioning body]

Do parental involvement interventions increase attainment? A review of the evidence (2013)
Report
Gorard, S., & See, B. (2013). Do parental involvement interventions increase attainment? A review of the evidence. [No known commissioning body]

This briefing paper summarises a review of the evidence linking interventions to improve parental engagement in their children’s education with improved attainment. The review illustrates that there is not yet enough evidence that any intervention wi... Read More about Do parental involvement interventions increase attainment? A review of the evidence.

Improving literacy in the transition period: What do we need to know about what works? (2012)
Report
See, B., Gorard, S., Cooke, S., & Siddiqui, N. (2012). Improving literacy in the transition period: What do we need to know about what works?. [No known commissioning body]

Character in transition – Consistency in values: the transition from primary to secondary school (2010)
Report
Davidson, A., See, B., & Knowles, C. (2010). Character in transition – Consistency in values: the transition from primary to secondary school. [No known commissioning body]