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Beng See's Outputs (144)

Lessons for addressing educational disadvantage from a range of studies (2023)
Journal Article
Gorard, S., Siddiqui, N., & See, B. H. (2023). Lessons for addressing educational disadvantage from a range of studies. Cogent Education, 10(2), 1-14. https://doi.org/10.1080/2331186X.2023.2262258

Governments and education systems worldwide have tried using additional cash transfers to encourage school enrolment and attendance, and to reduce the attainment gap between disadvantaged students and their peers. There are now many strands of eviden... Read More about Lessons for addressing educational disadvantage from a range of studies.

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.

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., Gorard, S., Bulsari, S., Saeed, S., Sarfaraz, H., See, B. H., …Pandya, K. (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. Durham University Evidence Centre for Education

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.

Who becomes a teacher and why? (2022)
Journal Article
See, B. H., Munthe, E., Ross, S. A., Hitt, L., & El Soufi, N. (2022). Who becomes a teacher and why?. Review of Education, 10(3), https://doi.org/10.1002/rev3.3377

This paper reports on a comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work on the main factors influencing people's decisions to be teachers or not. Four search engines, including Google... Read More about Who becomes a teacher and why?.

How to get more people into teaching?: Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career (2022)
Journal Article
Gorard, S., See, B., & Morris, R. (2022). How to get more people into teaching?: Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career. Education Sciences, 12(11), Article 767. https://doi.org/10.3390/educsci12110767

Understanding people’s perceptions of teaching as an occupation, and their motivation or oth-erwise to teach, can help identify which initiatives/policies are most promising in improving teacher recruitment. Previous studies have often sought only th... Read More about How to get more people into teaching?: Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career.

Tackling teacher shortages: doing the right thing at the right time and with the right evidence (2022)
Book Chapter
See, B. H., Gorard, S., & Morris, R. (2023). Tackling teacher shortages: doing the right thing at the right time and with the right evidence. In R. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (Fourth Edition) (655-670). Elsevier. https://doi.org/10.1016/b978-0-12-818630-5.04084-7

Teacher shortages are influenced by a complicated interaction of factors. Most prior research does not consider such complexities, resulting in misleading interpretations of the problem and ineffective solutions. Findings from our multi-pronged resea... Read More about Tackling teacher shortages: doing the right thing at the right time and with the right evidence.

Ethnic disproportionality in the school teaching workforce in England (2022)
Journal Article
Demie, F., & See, B. H. (2023). Ethnic disproportionality in the school teaching workforce in England. Equity in education & society, 2(1), 3-27. https://doi.org/10.1177/27526461221134291

The disproportionality in the school workforce in England’s schools has drawn little interest from policymakers and education practitioners. This article addresses the noted gap in the literature and provides trends empirical evidence in England’s te... Read More about Ethnic disproportionality in the school teaching workforce in England.

How do Chinese students’ critical thinking compare with other students?: a structured review of the existing evidence (2022)
Journal Article
Fan, K., & See, B. (2022). How do Chinese students’ critical thinking compare with other students?: a structured review of the existing evidence. Thinking Skills and Creativity, 46, Article 101145. https://doi.org/10.1016/j.tsc.2022.101145

An increasing number of Chinese students are now studying abroad in western universities, and there is a widespread concern among western academics that Chinese students are not trained to have a critical mind. However, there is little empirical evid... Read More about How do Chinese students’ critical thinking compare with other students?: a structured review of the existing evidence.

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.

Rethinking the Complex Determinants of Teacher Shortages (2022)
Book Chapter
See, B., Gorard, S., Morris, R., & Ventista, O. (2022). Rethinking the Complex Determinants of Teacher Shortages. In I. Menter (Ed.), Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-59533-3_2-1

Teacher shortages have long been a policy concern for many countries worldwide. Despite wide-ranging policy initiatives and billions of pounds spent addressing the issue, shortages are still being reported, especially in the secondary sector and for... Read More about Rethinking the Complex Determinants of Teacher Shortages.

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.

Schools and education (2021)
Book Chapter
Mon-Williams, M., Ayadurai, C., Bond, C., Ellison, A., Elshehaly, M., Murphy, E., …Waterman, A. (2021). Schools and education. In K. Pickett, & D. Taylor-Robinson (Eds.), The Child of the North: Building a fairer future after COVID-19 (37-41). The Northern Health Science Alliance and N8 Research Partnership

Children in the North are more likely to live in poverty than those in the rest of England – and increasingly so. Poverty is the lead driver of inequalities between children in the North and their counterparts in the rest of the country, leading to w... Read More about Schools and education.

Delivering music education training for non-specialist teachers through effective partnership: a Kodály-inspired intervention to improve young children’s development outcomes (2021)
Journal Article
Ibbotson, L., & See, B. (2021). Delivering music education training for non-specialist teachers through effective partnership: a Kodály-inspired intervention to improve young children’s development outcomes. Education Sciences, 11(8), Article 433. https://doi.org/10.3390/educsci11080433

A priority area identified by the Department of Education (England) and the Economic Social and Research Council is the development of teachers, especially in primary music education where the limited opportunities for training offered by teacher tra... Read More about Delivering music education training for non-specialist teachers through effective partnership: a Kodály-inspired intervention to improve young children’s development outcomes.

A systematic review of the impact of technology-mediated parental engagement on student outcomes (2021)
Journal Article
See, B., Gorard, S., El Soufi, B., Lu, B., Siddiqui, N., & Dong, L. (2021). A systematic review of the impact of technology-mediated parental engagement on student outcomes. Educational Research and Evaluation, 26(3-4), 150-181. https://doi.org/10.1080/13803611.2021.1924791

There is considerable evidence that the level of parental involvement is closely associated with children’s school outcomes. Schools are increasingly using digital technology to engage parents but the impact of such technology on students’ learning b... Read More about A systematic review of the impact of technology-mediated parental engagement on student outcomes.

Who wants to be a teacher? Findings from a survey of undergraduates in England (2021)
Journal Article
Gorard, S., Ventista, O. M., Morris, R., & See, B. H. (2023). Who wants to be a teacher? Findings from a survey of undergraduates in England. Educational Studies, 49(6), https://doi.org/10.1080/03055698.2021.1915751

Having enough (appropriate) teachers is a foundation for a good education system, yet teacher shortages in some areas and subjects are a widespread problem. This paper examines the views of 4,469 undergraduate students in 53 universities in England,... Read More about Who wants to be a teacher? Findings from a survey of undergraduates in England.