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Beng See's Outputs (9)

Let's make education fairer (2019)
Journal Article
Gorard, S., Siddiqui, N., See, B., Boliver, V., & Wardle, L. (2019). Let's make education fairer. Research intelligence, Autumn 2019(140), 12-13

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.

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.

Evaluation of the National Literacy Trust's Literacy for Life programme (2019)
Report
See, B., Gorard, S., Morris, R., & Siddiqui, N. (2019). Evaluation of the National Literacy Trust's Literacy for Life programme. [No known commissioning body]

This is the final report on the three years of implementation of the Literacy for Life (LfL) programme developed by the National Literacy Trust and implemented by school leaders and trained teachers in six secondary academies. The programme ran from... Read More about Evaluation of the National Literacy Trust's Literacy for Life programme.

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.

Why don’t we have enough teachers?: A reconsideration of the available evidence (2019)
Journal Article
See, B., & Gorard, S. (2020). Why don’t we have enough teachers?: A reconsideration of the available evidence. Research Papers in Education, 35(4), 416-442. https://doi.org/10.1080/02671522.2019.1568535

There is widespread concern about the shortage of secondary school teachers in England. Recruitment to initial teacher training regularly fails to meet its intake targets. The secondary school pupil population is increasing. Teacher vacancies have ri... Read More about Why don’t we have enough teachers?: A reconsideration of the available evidence.

Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence (2019)
Journal Article
El Soufi, N., & See, B. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in Educational Evaluation, 60, 140-162. https://doi.org/10.1016/j.stueduc.2018.12.006

This paper presents the results of a systematic review of international studies to establish whether explicit teaching of critical thinking is effective in enhancing the critical thinking skills of English language learners in higher education and to... Read More about Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence.