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Beng See's Outputs (144)

The Child of the North: Building a fairer future after COVID-19 (2021)
Report
Pickett, K., & Taylor-Robinson, D. (2021). The Child of the North: Building a fairer future after COVID-19. London: 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 The Child of the North: Building a fairer future after COVID-19.

Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools (2021)
Journal Article
See, B. H., Gorard, S., Lu, B., Dong, L., & Siddiqui, N. (2022). Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools. Research Papers in Education, 37(6), 1064-1096. https://doi.org/10.1080/02671522.2021.1907778

While education technology has been widely used in classrooms, and considerable investments have been made to support its use in the UK, the evidence base for many such rapidly changing technologies is weak, and their efficacy is unclear. The aim of... Read More about Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools.

Assessing the impact of Pupil Premium funding on primary school segregation and attainment (2021)
Journal Article
Gorard, S., Siddiqui, N., & See, H. (2022). Assessing the impact of Pupil Premium funding on primary school segregation and attainment. Research Papers in Education, 37(6), 992-1019. https://doi.org/10.1080/02671522.2021.1907775

Using funding to improve educational outcomes is a common policy approach, usually assumed to be effective; but it is less commonly agreed how the money should be routed, and what it should be used for. This paper examines the possible impact of one... Read More about Assessing the impact of Pupil Premium funding on primary school segregation and attainment.

Literacy for Life: Evaluating the National Literacy Trust’s bespoke programme for schools (2021)
Journal Article
Morris, R., See, B., Gorard, S., & Siddiqui, N. (2023). Literacy for Life: Evaluating the National Literacy Trust’s bespoke programme for schools. Educational Studies, 49(2), 369-387. https://doi.org/10.1080/03055698.2020.1867077

This paper presents an evaluation of ‘Literacy for Life’ (LfL) – a whole-school literacy programme, implemented in five secondary schools in England. The aims of LfL were to improve literacy attainment and to promote positive attitudes to reading and... Read More about Literacy for Life: Evaluating the National Literacy Trust’s bespoke programme for schools.

How to recruit and retain teachers in hard-to-staff areas: A systematic review of the empirical evidence (2020)
Book Chapter
See, B., Gorard, S., Morris, R., & el-Soufi, N. (2020). How to recruit and retain teachers in hard-to-staff areas: A systematic review of the empirical evidence. In T. Ovenden-Hope, & R. Passy (Eds.), Exploring teacher recruitment and retention (148-162). Taylor and Francis. https://doi.org/10.4324/9780429021824-14

Attracting and retaining qualified teachers in some subjects, schools and geographical areas is a common challenge facing school staffing policies in many developed countries. Chapter 13 summarises a systematic review of international research lookin... Read More about How to recruit and retain teachers in hard-to-staff areas: A systematic review of the empirical evidence.

Teacher recruitment and retention: A critical review of international evidence of most promising interventions (2020)
Journal Article
See, B., Morris, R., Gorard, S., Kokotsaki, D., & Abdi, S. (2020). Teacher recruitment and retention: A critical review of international evidence of most promising interventions. Education Sciences, 10(10), Article 262. https://doi.org/10.3390/educsci10100262

Background: A raft of initiatives and reforms have been introduced in many countries to attract and recruit school teachers, many of which do not have a clear evidence base, so their effectiveness remains unclear. Prior research has been largely corr... Read More about Teacher recruitment and retention: A critical review of international evidence of most promising interventions.

Interim project report on ECE project in India and Pakistan (2020)
Preprint / Working Paper
Siddiqui, N., Bulsari, S., Gorard, S., Saeed, S., Saeed, S., See, B. H., Dixon, P., & Pandya, K. Interim project report on ECE project in India and Pakistan

We are pleased to report that the project has been successfully launched in the State of Gujarat, India and the province of Punjab, Pakistan under most unfortunate and critical circumstance due to the Covid 19 crisis. Before the global pandemic hit t... Read More about Interim project report on ECE project in India and Pakistan.

What works in attracting and retaining teachers in challenging schools and areas? (2020)
Journal Article
See, B. H., Morris, R., Gorard, S., & El Soufi, N. (2020). What works in attracting and retaining teachers in challenging schools and areas?. Oxford Review of Education, 46(6), 678-697. https://doi.org/10.1080/03054985.2020.1775566

This paper describes a systematic review of international research evidence identifying the most promising approaches to attracting and retaining teachers in hard-to-staff areas. Only empirical studies that employed a causal or suitable comparative d... Read More about What works in attracting and retaining teachers in challenging schools and areas?.

Teachers’ responses to the school reopening strategy (2020)
Preprint / Working Paper
See, B., Wardle, L., & Collie, P. Teachers’ responses to the school reopening strategy

This report is the first of a series of reports that focus on how schools and colleges in England are responding to the current coronavirus pandemic. The surveys on which these reports are based were developed in collaboration with Schoolzone. The fi... Read More about Teachers’ responses to the school reopening strategy.

What is the evidence on the best way to get evidence into use in education? (2020)
Journal Article
Gorard, S., Siddiqui, N,, B., & See, B. (2020). What is the evidence on the best way to get evidence into use in education?. Review of Education, 8(2), 570-610. https://doi.org/10.1002/rev3.3200

For decades there have been calls by concerned stakeholders to improve the quality of education research, and some progress has been made towards creating a more secure evidence base in some areas. More programmes and approaches that have a reasonabl... Read More about What is the evidence on the best way to get evidence into use in education?.

Why is it difficult to get evidence into use? (2020)
Book Chapter
See, B. (2020). Why is it difficult to get evidence into use?. In S. Gorard (Ed.), Getting evidence into education : evaluating the routes into policy and practice (84-99). Routledge. https://doi.org/10.4324/9780429290343

An increasingly large body of research has been generated in the last two to three decades, many claiming to offer new insights and new evidence on how to improve education. With the push for evidence-informed policy and practice, schools and policy... Read More about Why is it difficult to get evidence into use?.