El Soufi, N. and See, BH (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, forthcoming. https://authors.elsevier.com/c/1YLEv,4Mg0PEeS
Gorard, S. and Siddiqui, N. (2019) How trajectories of disadvantage help explain school attainment, SAGE Open, https://journals.sagepub.com/doi/10.1177/2158244018825171
Gorard, S. (2019) Significance testing with incompletely randomised cases cannot possibly work, International Journal of Science and Research Methodology, 11, 2, http://ijsrm.humanjournals.com/wp-content/uploads/2019/01/4.Stephen Gorard-FRSA-FAcSS.pdf
Gorard, S., Boliver, V., Siddiqui, N. and Banerjee, P. (2019) Which are the most suitable contextual indicators for use in widening participation to HE?, Research Papers in Education, 34, 1, 99-129, https://doi.org/10.1080/02671522.2017.1402083
Gray, H., Lyth, A., McKenna, C., Stothard, S., Tymms, P., & Copping, L. (2019). Sex differences in variability across nations in reading, mathematics and science: a meta-analytic extension of Baye and Monseur (2016). Large-scale Assessments in Education, 7(1), 2. https://doi.org/10.1186/s40536-019-0070-9
Higgins, S. (2019). Improving Learning: Meta-Analysis of Intervention Research in Education. Cambridge: CUP
See, BH and Gorard, S. (2019) Why don’t we have enough teachers?: A reconsideration of the available evidence, Research Papers in Education, https://www.tandfonline.com/eprint/7QeZtdK7kSSvtuMyHIhq/full
Siddiqui, N., Boliver, V. and Gorard, S. (2019) Assessing the reliability of longitudinal social surveys of access to higher education: the case of the Next Steps survey in England, doi: 10.17645/si.vXiX.1631
Siddiqui, N., Gorard, S. and See, BH (2019) Can learning beyond the classroom impact on social responsibility and attainment? An evaluation of the Children’s University youth social action programme, Studies in Educational Evaluation, forthcoming
Siddiqui, S., Gorard, S. and See, BH (2019) Can programmes like Philosophy for Children help schools to look beyond academic attainment?, Educational Review, 71, 2, 146-165, http://dx.doi.org/10.1080/00131911.2017.1400948
Torgerson, C., Brooks, G., Gascoine, L. and Higgins, S. (2019). Phonics: Reading policy and the evidence of effectiveness from a systematic 'tertiary' review. Research Papers in Education, 34, 2, 208-238, doi: 10.1080/02671522.2017.1420816
Aleksić, G., Merrell, C., Ferring, D., Tymms, P. & Klemenović, J. (2018). Links between Socio-Emotional Skills, Behaviour, Mathematics and Literacy of Preschool Children in Serbia. European Journal of Psychology of Education
Boereboom, J. & Tymms, P. (2018). Is there and optimum age for starting school in New Zealand?. NZ International Research in Early Childhood Education Journal, 21(2), 32-44. https://www.childforum.com/research/about-the-journal/17-contents-early-childhood-research-journal.html
Boliver, V. (2018). Ethnic inequalities in admission to elite universities. In Dismantling Race in Higher Education: Racism, Whiteness and Decolonising the Academy. Arday, J. & Safia-Mirza, H. Palgrave MacMillan.
Boliver, V., Powell, M. & Moreira, T. (2018). Organisational Identity as a Barrier to Widening Access in Scottish Universities. Social Sciences 7(9): 151.
Conner, M., Grogan, S., Simms-Ellis, R., Flett, K., Sykes-Muskett, B., Cowap, L., Lawton, R., Armitage, C.J., Meads, D., Torgerson, C., West, R. & Siddiqi, K. (2018). Do Electronic Cigarettes Increase Cigarette Smoking in UK Adolescents? Evidence from a 12-month Prospective Study. Tobacco Control 27(4): 365-372.Gorard, S. and Smith, E. (2018) Equity in Education: an international comparison of pupil perspectives, Chinese translation, East China Normal University
Cramman, H., Gott, S., Little, J., Merrell, C., Tymms, P., & Copping, L. T. (2018). Number identification: a unique developmental pathway in mathematics?. Research Papers in Education, 1-27. https://doi.org/10.1080/02671522.2018.1536890
Gorard, S. (2018) Education policy: Evidence of equity and effectiveness, Bristol: Policy Press, ISBN 978-1447342151, 224 pages
Gorard, S. (2018) Do we really need Confidence Intervals in the new statistics?, International Journal of Social Research Methodology, https://www.tandfonline.com/doi/full/10.1080/13645579.2018.1525064
Gorard, S. (2018) The increasing availability of official datasets (Japanese translation), Estrela, 2018, 3, no.288, pp. 14-21
Gorard, S., Boliver, V. and Siddiqui, N. (2018) How can contextualised admissions widen participation?, pp.305-326 in Shah, M, and McKay, J, (Eds.) Achieving Equity and Academic Excellence in Higher Education: Global Perspectives in an Era of Widening Participation?, London: Palgrave MacMillan, ISBN 978-3-319-78315-4
Gorard, S. and Siddiqui, N. (2018) Refining measures of poverty and their impact on student progress in England, pp.85-102 in Bonal, X. and Bellei, C. (Eds.) Understanding school segregation, London: Bloomsbury
Gorard S. (2018) The increasing tension between citizens' rights and the needs of research, Research Intelligence, Issue 136, pp.25-26, https://www.bera.ac.uk/wp-content/uploads/2018/07/05310-BRA-RI-Magazine-Edition-136-Interactive-01-WEB.pdf?noredirect=1
Higgins, S (2018). Improving Learning: Meta-analysis of Intervention Research in Education.
Ivanova, A., Kardanova, E., Merrell, C., Tymms, P., & Hawker, D. (2018). Checking the possibility of equating a mathematics assessment between Russia, Scotland and England for children starting school. Assessment in Education: Principles, Policy & Practice, 25(2), 141-159. https://doi.org/10.1080/0969594X.2016.1231110
Jack, C. & Higgins, S.E. (2018). What is educational technology and how is it being used to support teaching and learning in the early years?. International Journal of Early Years Education
Mateos-Gonzalez, J.L. & Boliver, V. (2018). Performance-based University Funding and the Drive towards ‘Institutional Meritocracy’ in Italy. British Journal of Sociology of Education
Lessard-Phillips, L., Boliver, V., Pampaka, M. & Swain, D. (2018). Exploring ethnic differences in the post-university destinations of Russell Group graduates. Ethnicities 18(4): 496-517.
See, B.H. & Gorard, S.A.C. (2018). Some basic observations on conducting a systematic review: A brief reply to Goldstein, Vatalaro and Yair. Journal of Children's Services 13(2): 57-63.
See, B.H. and Ibbotson, L. (2018) A feasibility study of the impact of the Kodály-inspired music programme on the developmental outcomes of four to five year olds in England, International Journal of Educational Research, Vol 89, pp. 10-21. DOI: 10.1016/j.ijer.2018.03.002
Siddiqui, N., Boliver, V. and Gorard, S. (2018) Assessing the reliability of longitudinal social surveys of access to higher education: the case of the Next Steps survey in England, Social Inclusion Special Issue, DOI: 10.17645/si.vXiX.1631
Siddiqui, N., Gorard, S. and See, BH (2018) The importance of process evaluation for randomised control trials in education, Educational Research, https://doi.org/10.1080/00131881.2018.1493349
Siddiqui, N. & Ventista, O.M. (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.
Torgerson, Carole, Brooks, Greg, Gascoine, Louise & Higgins, Steve (2018). Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review. Research Papers in Education
Tymms, P. & Higgins, S. (2018). Judging Research Papers for Research Excellence. Studies in Higher Education 43(9): 1548-1560.
Tymms, P., Merrell, C., & Bailey, K. (2018). The long-term impact of effective teaching. School Effectiveness and School Improvement, 29(2), 242-261. https://doi.org/10.1080/09243453.2017.1404478
Ventista, O.M. (2018). A Literature Review of Empirical Evidence on the Effectiveness of Philosophy for Children. In Family Resemblances: Current Proposals in Philosophy for Children. Duthie, E., Moriyón, F. G. & Robles Loro, R. (eds.) Madrid: Anaya. 448-469.
Ventista, O.M. (2018). Self-assessment in Massive Open Online Courses. E-Learning and Digital Media, 15(4). 165-175. doi: 10.1177/2042753018784950
Xiao,Z. & Higgins,S. (2018). The power of noise and the art of prediction. International Journal of Educational Research 87: 36-46
Younger, K., Gascoine, L., Menzies, V. & Torgerson, C. (2018). A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education. Journal of Further and Higher Education
Beckmann, N., & Wood, R.E. (2017). Editorial: Dynamic personality science: Integrating between-person stability and within-person change. Frontiers in Psychology. Personality and Social Psychology. 8:1486, DOI: 10.3389/fpsyg.2017.01486
Beckmann, N., & Wood, R.E. (Eds.). (2015-2017). Research Topic: Dynamic personality science: Integrating between-person stability and within-person change. Frontiers in Psychology. Personality and Social Psychology,
Birney, D.P., Beckmann, J.F., Beckmann, N., & Double, K.S. (2017). Beyond the Intellect: Complexity and learning trajectories in Raven’s Progressive Matrices depend on self-regulatory processes and conative dispositions, Intelligence, , DOI: 10.1016/j.intell.2017.01.005
Boliver, V., Gorard, S. and Siddiqui, N. (2017) A more radical approach to contextualised admissions, pp23-28 in Where next for widening participation and fair access?, Oxford: HEPI/Brightside HEPI Report 98
Boliver, V., Gorard, S. and Siddiqui, N. (2017) How can we widen participation in higher education? The promise of contextualised admissions, pp.95-110 in Deem, R. and Eggins, H. (Eds.) The University as a Critical Institution, Boston: Sense Publishers, ISBN Paperback: 9789463511148
Boliver, V. (2017). How meritocratic is admission to highly selective UK universities?. In Higher Education and Social Inequalities: University Admissions,
Dilnot, C. & Boliver, V. (forthcoming). Admission to medicine and law at Russell Group universities: the impact of A-level subject choice. In Widening Participation in Higher Education: Towards a reflexive approach to research and evaluation. Hayton, A. & Stevenson, J. Trentham Books.
Gorard, S. (2017) Multiple linear regression, in Coe, R., Hedges, L. and Waring, M. (Eds.) Research Methodologies and Methods in Education 2nd Edition, London: Sage
Gorard, S. (2017) Simple Statistical and Correlational Research, in Coe, R., Hedges, L. and Waring, M. (Eds.) Research Methodologies and Methods in Education 2nd Edition, London: Sage
Gorard, S. (2017) How should numeric data be analysed?, in Wyse, D., Selwyn, N, Smith, E. and Suter, L. (Eds.) The BERA/SAGE Handbook of Educational Research, London: SAGE
Gorard, S. (2017) The importance of research design, in Wyse, D., Selwyn, N, Smith, E. and Suter, L. (Eds.) The BERA/SAGE Handbook of Educational Research, London: SAGE
Gorard, S. and Siddiqui, N. (2017) Too many summer born children are labelled SEN, Schools Week, p.22, 22/9/17,
Gorard, S. (2017) How to address the summer-born penalty, Children and Young People Now, 29/6/17, p.27,
Gorard, S., See, BH and Siddiqui, N. (2017) The trials of evidence-based education, London: Routledge, ISBN 9781138209664, 200 pages
Gorard, S. and Siddiqui, N. (2017) There is only research: the liberating impact of just doing research, International Journal of Multiple Research Approaches, (forthcoming)
Gorard, S., Siddiqui, N. and Boliver, V. (2017) An analysis of school-based contextual indicators for possible use in widening participation, Higher Education Studies, 7, 2, 101-118,
Gorard, S., Siddiqui, N. and See, BH (2017) Can ‘Philosophy for Children’ improve primary school attainment, Journal of Philosophy of Education,
Gorard, S., See, BH and Siddiqui, N. (2017) What works and what fails? Evidence from seven popular literacy catch-up schemes for the transition to secondary school in England, Research Papers in Education, 32, 5
Gorard, S., Boliver, V., Siddiqui, N., Banerjee, P. and Morris, R. (2017) Which are the most suitable contextual indicators for use in widening participation to HE?, Education Working Paper Series, Working Paper 1, ISBN 978-0-907552-12-3, http://dro.dur.ac.uk/20937/
Gorard, S., Siddiqui, N. and Boliver, V. (2017) An analysis of school-based contextual indicators for possible use in widening participation, Education Working Paper Series, Working Paper 2, ISBN 978-0-907552-17-8,
Gorard, S., Siddiqui, N. and Boliver, V. (2017) An analysis of contextual and other indicators of HE students for possible use in widening participation, Education Working Paper Series, Working Paper 3, ISBN 978-0-907552-21-5,
Gorard, S. and Siddiqui, N. (2017) Grammar schools in England: a new approach to analysing their intakes and outcomes,
Harris, N. and Gorard, S. (2017) The United Kingdom, pp.842-876, in Döbert, Hans, Hörner, Wolfgang/von Kopp, Botho, Reuter, Lutz (Hrsg.) Die Bildungssysteme Europas, Baltmannsweiler: Schneider Verlag Hohengehren, ISBN 9783834017055
Luyten, H., Merrell, C. and Tymms, P. (2017). The contribution of schooling to learning gains of pupils in year 1 to 6. School Effectiveness and School Improvement. 28(3), 374 – 405.
Merrell, C., Sayal, K., Tymms, P. and Kasim, A. (2017) A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11 will be published in Learning and Individual Differences. Learning and Individual Differences. 53, 156 – 161
Minbashian, A., Beckmann, N., Wood, R.E. (in press). Emotional intelligence and individual differences in affective processes underlying task-contingent conscientiousness. Journal of Organizational Behaviour,
Morris, R. & Perry, T. (2017). Reframing the English grammar schools debate. Educational Review 69(1): 1-24.
See, B.H. (2017) Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature. Research in Education, 1-25 http://journals.sagepub.com/doi/full/10.1177/0034523717741915
See, BH, Gorard, S. and Siddiqui, N. (2017) Can explicit teaching of knowledge improve reading attainment?: An evaluation of the core knowledge curriculum, British Educational Research Journal, 43, 2, 372–393, DOI: 10.1002/berj.3278
See, BH, Gorard, S. and Siddiqui, N. (2017) Does participation in uniformed group activities in school improve young people's non-cognitive outcomes?.International Journal of Educational Research.
Siddiqui, N. and Gorard, S. (2017) Comparing government and private schools in Pakistan: the way forward for universal education, International Journal of Educational Research, 82, 159-169
Beckmann, J.F., Birney, D.P. & Goode, N. (2017). Beyond Psychometrics: The difference between difficult problem solving and complex problem solving. Frontiers in Psychology, 8, 1739. (ISI: 2.323) (doi 10.3389/fpsyg.2017.01739).
Beckmann, J.F., & Goode, N. (2017). Missing the wood for the wrong trees: On the difficulty of defining the complexity of complex problem solving scenarios. Journal of Intelligence, 5,15. (ISI: 3.118) (doi 10.3390/jintelligence5020015).
Birney, D.P., Beckmann, J.F., & Seah, Y.Z. (2016). More than the eye of the beholder: The interplay of person, task and situation factors in evaluative judgments of creativity. Learning and Individual Differences, 51, 400-408. (ISI: 1.507) (doi 10.1016/j.lindif.2015.07.007).
Birney, D.P., & Beckmann, J.F., Beckmann, N., & Double, K.S. (2017). Beyond the intellect: Complexity and learning trajectories in Raven’s Progressive Matrices depend on self-regulatory processes and conative dispositions. Intelligence, 61,63-77. (ISI: 3.118) (doi 10.1016/j.intell.2017.01.005)
Boliver, V. (2016). Exploring ethnic inequalities in admission to Russell Group universities. Sociology 50(2): 247-266.
Boliver, V., Gorard, S. and Siddiqui, N. (2016) Does the use of contextual indicators make UK HE admissions fairer?, Education Sciences, 5, 4, http://www.mdpi.com/2227-7102/5/4/306
Cripps, E., Wood, R.E., Beckmann, N., Lau, J., Beckmann, JF, & Cripps, S. (2016). Bayesian analysis of individual level personality dynamics. Frontiers in Psychology, Personality and Social Psychology, 7: 1065, DOI: 10.3389/fpsyg.2016.01065
Goode, N., & Beckmann, J.F. (2016). With a little help …: On the role of guidance in the acquisition and utilisation of knowledge in the control of complex, dynamic systems. Journal of Dynamic Decision Making, 2, 5. (10.11588/jddm.2016.1.33346)
Gorard, S. and See, BH and Morris, R. (2016) The most effective approaches to teaching in primary schools, Saarbrucken: Lambert Academic Publishing,
ISBN 978-3659956690, 253 pages
Gorard, S. (2016) Does missing one week of school lead to lower grades?, Significance, 13, 5, p.13, http://onlinelibrary.wiley.com/doi/10.1111/j.1740-9713.2016.00959.x/full
Gorard, S., Siddiqui, N. and See, BH (2016) An evaluation of Fresh Start as a catch-up intervention: And whether teachers can conduct trials, Educational Studies, 42, 1, 98-113, DOI: 10.1080/03055698.2016.1148587
Gorard, S. (2016) Does the use of contextual admissions help universities to widen participation?, Research Fortnight, https://www.researchprofessional.com/0/rr/he/views/2016/1/The-problem-with-contextual-admissions.html
Selwyn, N. and Gorard, S. (2016) Students’ use of Wikipedia as an academic resource, The Internet and Higher Education, 28, January 2016, 28-34 doi:10.1016/j.iheduc.2015.08.004
See, BH, Gorard, S. and Siddiqui, N. (2016) Can teachers use research evidence in practice?: A pilot study of the use of feedback to enhance learning, Educational Research, 58, 1, 56-72, http://www.tandfonline.com/doi/full/10.1080/00131881.2015.1117798
See, B.H. (2016) An investigation into the teaching and learning of argumentation in first year undergraduate courses: A pilot study. British Journal of Education, Society and Behavioural Science. Vol. 18, No. 4, pp. 1-25. Article no.BJESBS.29659 ISSN: 2278-0998. Available: http://www.sciencedomain.org/issue/2054. DOI : 10.9734/BJESBS/2016/29659
See B.H and Kokotsaki, D. (2016) The impact of arts education on children’s learning and wider outcomes. Review of Education Vol. 4, No. 3, pp. 234-262
See, B.H. and Kokotsaki, D. (2016) Context and Implications Document for: Impact of arts education on Children's learning and wider outcomes. Review of Education, Vol. 4, No. 3, pp. 263-265
- A virtual free-to access journal of 20 years of research by Stephen Gorard (last modified: 9 March 2018)