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Durham University

Email and Telephone Directory

Staff Profile

Professor Beng Huat See

Professor in the School of Education

(email at b.h.see@durham.ac.uk)

Affiliate of the Durham University Evidence Centre for Education

Biography

Beng Huat See joined Durham University School of Education in October 2013. Before that she was a research associate at the University of York and the University of Birmingham. Beng Huat’s career began as a secondary school teacher in Singapore where she taught geography, English and social studies for 16 years. She spent three years teaching GCSE and A-level geography at an FE college in South Wales.

She is currently leading an ESRC project investigating teacher shortages in England and identifying promising initiatives to attract and retain teachers. She has also led a number of evaluations of education programmes, such as self-affirmation, Maths Counts, Core Knowledge, effective feedback and Response to Intervention.

She is interested in areas relating to critical thinking, parental involvement, teacher development and teacher effectiveness, and improving the learning and wider outcomes of children from disadvantaged backgrounds.

Her expertise is in the systematic review and synthesis of evidence in education and evaluation of education programmes and policies.

Completed Supervisions

Relationship between principals’ instructional leadership and school effectiveness. Does it make a difference? Evidence from the Maldives

Evaluating the impact of instruction in critical thinking on the critical thinking skills of English language learners in higher education

The Effectiveness and Equity of Grammar Schools in England.

Information for Potential Doctoral Students

Looking for potential doctoral students interested in investigating teacher supply, teacher development, evaluation of education programmes and practices and pupil attainment.

Research Groups

School of Education

Research Projects

School of Education

  • A rapid review of evidence of literacy ‘catch-up’ during transition to secondary school (£13,686),
  • A scoping analysis of school exclusions in England, funded by York University pump priming grant (£1K)
  • Accelerated Reader
  • Anglican School Partnership
  • Annual provision of education data summaries for Castle Vale pupils ages 5-18 (£5,000)
  • Arts Education Literature Review
  • CUREE Response to Intervention
  • Curriculum Centre Word and World Reading
  • Developing a Critical Appraisal diagnostic tool for improving critical reading among doctoral researchers in the Social Sciences (£3,200), funded by the Advanced Social Science Collaboration, University of Birmingham
  • Engineering research evidence into use, Durham University Seedcorn funding (June 2019)
  • Evaluation of a randomised controlled trial of ‘SAPERE: Philosophy for Children’
  • Evaluation of Children's University social action trial
  • Evaluation of EdTech Innovation Testbed
  • Evaluation of FLASH Marking Feedback Project
  • Evaluation of Literacy for Life Programme
  • Evaluation of Mead Maths Count
  • Evaluation of UK Space Agency Principia Programme
  • Evaluation of Writing about Values
  • Evaluation of Youth United Social Action Trial
  • Examining the role of schooling in the cognitive and wider development of children in the province of Punjab (Pakistan) and State of Gujarat (India): Establishing routes for sustainable education
  • Fresh Start
  • Future Foundations Summer School
  • Identifying the most promising parental involvement interventions that raise pupil attainment in school- a systematic review of evidence, funded by the Nuffield Foundation (£51,296)
  • Nuffield Parental Involvement Intervention
  • Rapid review of parental involvement interventions for pre-school and primary school-aged children (£9,000)
  • Research into non-cognitive and KS2 attainment impacts of philosophy for children
  • Research into the non-cognitive impacts of Philosophy for Children (P4C)
  • Review of arts education and its impact on the cognitive and non-cognitive outcomes of school-aged children (£17,030)
  • Review of the impact of attitudes and aspirations on educational attainment and participation for Joseph Rowntree Foundation (£20K)
  • Scoping review on the formal links between affective and academic outcomes (£4,000), funded by TeachFirst
  • Secondary data analysis of the supply and retention of teachers in Wales, funded by the General Teaching Council (£15k)
  • Switch On
  • Systematic review of factors that drive post-16 participation of ethnic minority groups (£25k), funded by the DfES
  • Systematic review of international intervention studies and UK-based values and aspirations literature (£39k), funded by the DfES
  • Systematic reviews in education: methodological challenges (£3k), funded by York University pump priming grant
  • Understanding the complex determinants of teacher shortages: an integrated approach

Research Interests

  • Evaluation and dissemination of education research evidence
  • Evaluation of education programmes and policies
  • Understanding teacher supply, teacher development and teacher effectiveness
  • Critical thinking skills
  • Parental involvement
  • Interventions to overcome education disadvantage
  • Attainment and participation in STEM subjects

Selected Publications

Authored book

Chapter in book

  • Gorard, S., Wardle, L., Siddiqui, N. & See, B.H. (2020). Engagement and impact in addressing and overcoming educational disadvantage. In Getting evidence into education: Evaluating the routes into policy and practice. Gorard, S. London: Routledge.
  • See, B.H. (2020). Engagment and impact in addressing and overcoming educational disadvantage. In Getting evidence into education: Evaluating the routes into policy and practice. Gorard, S. London: Routledge.
  • Gorard, S. & See, B.H. (2020). What we know already about the best ways to get evidence into use in education. In Getting Evidence into Education: Evaluating the Routes to Policy and Practice. Gorard, S. London: Routledge.
  • See, B.H. (2020). Why is it difficult to get evidence into use?. In Getting evidence into education: Evaluating the routes into policy and practice. Gorard, S. London: Routledge. 84-99.
  • Andrews, R., Torgerson, C.J. & See, B.H. (2009). Discipline-specific skills in argumentation. In Argumentation in Higher Education: Improving Practice through Research. Andrews, R. Routledge/Falmer: New York.
  • Gorard, S & See, B H (2008). The impact of SES on participation and attainment in science - a review of existing literature. In Exploring the relationship between socio-economic status and participation and attainment in science education. Royal Society. 22-29.
  • Gorard, S, See, B H & Smith, E (2008). The impact of SES on participation and attainment in science - an analysis of available data. In Exploring the relationship between socio-economic status and participation and attainment in science education. Royal Society. 10-21
  • Prior, L, Pang, L C & See, B H (2002). Beliefs and accounts of illness: views from two Cantonese-speaking communities in England. In The sociology of health and illness reader. Nettleton, S & Gustafsson, U Polity Press.

Journal Article

Other (Digital/Visual Media)

Report

Working Paper

Show all publications

Supervises

Indicators of Esteem

  • Editor of Review of Education:
  • Editorial Board member of Educational Research and Evaluation:
  • Editorial Board member of the British Educational Research Journal :
  • Fellow of the Higher Education Academy:
  • Fellow of the Royal Society of Arts:
  • Grants reviewer for the National Centre for Science and Technology Evaluation (NCSTE) of Kazakhstan:
  • Grants reviewer for the Netherlands Organisation for Scientific Research:
  • Invited presenter to the Castle Vale Education Trust and the Sutton Trust on engagement with local community to improve the outcomes of children in the Castle Vale area:
  • Invited speaker for Campaign for State Education Birmingham City University, October 2013 on overcoming disadvantage in education:
  • Invited to participate in a public debate at York Theatre Royal on Creativity in Schools: Should it be a requirement to teach arts and music in schools?:
  • Member of the British Education Research Association:
  • Member of the ESRC Grant Assessment Panel B:
  • Member of the panel of evaluators for the Education Endowment Foundation:
  • Member of the panel of evaluators for the Youth Endowment Fund:
  • Panel peer reviewer of trials for the Education Endowment Foundation:
  • Peer reviewer for: Oxford Review of Education, Educational Review, Journal of Education for Teaching, BERJ, Higher Education :
  • Quarterly, Studies in Higher Education and Global Education Review, Journal of Adolescence Educational Review, Educational Psych:
  • Routledge Author of the Month :
  • 2018: Invited speaker for the School of Education Teaching and Learning Conference (8 March 2018):
  • 2019: Invited guest lecture for the MA International Education programme at Leicester University (18 February 2019):
  • 2019: Presented on how to attract and retain teachers in challenging schools: What works in getting teachers to teach in hard-to-staff schools/areas in the Evidence Week held in parliament, 25 June 2019 held in parliament:
  • 2020: Cabinet Office What Works Trial Advice panel :
  • 2020: Invited member of the EEF consultative advisory group on teacher professional development :
  • 2020: Invited member of the ESRC consultative group on research priority on “Education – Improving Outcomes” :
  • 2021: Fellow of the Academy of Social Sciences:

Selected Grants

  • 2019: Evaluation Of EdTech Innovation Testbed (£625000.00 from )
  • 2019: Examining The Role Of Schooling In The Cognitive And Wider Development Of Children In The Province Of Punjab (Pakistan) And State Of Gujarat (India): Establishing Routes For Sustainable Education (£151170.90 from The British Academy)
  • 2018: RF230128: Understanding the complex determinants of teacher shortages: an integrated approach, ESRC, £387533.00, 2018-09-01 - 2021-02-28
  • 2017: EEF Funded Evaluation Of Meols Cop High School Feedback Project (£107619.40 from Education Endowment Foundation)
  • 2017: Evaluation of UK Space Agency Principia Programme (£19300.00 from UK Space Agency)
  • 2016: Evaluation Self-affirmation (£76485.11 from Education Endowment Foundation)
  • 2015: Evaluation of Maths Counts for Teaching Assistants (£83642.51 from Education Endowment Foundation)
  • 2015: Evaluation of National Literacy Trust Academies Programme (£53333.33 from National Literacy Trust)
  • 2015: Research into the non-cognitive impacts of Philosophy for Children (£31760.00 from The Nuffield Foundation)
  • 2014: Arts Education Literature Review (£11498.00 from Education Endowment Foundation)