Dr Nadia Siddiqui
(email at firstname.lastname@example.org)
Nadia Siddiqui is a research fellow at Durham University. She joined School of Education after completing her PhD at the University of Birmingham. She is also involved in research conducted at School of Applied Social Sciences, Durham University. She is co-investigator in two ESRC-Secondary Data Initiative projects.
She is currently leading a Nuffield Foundation study of the non-cognitive impacts of teaching Philosophy for Children in primary schools, and a study with Annual Statistics of Education Research (ASER) data of the intakes to and results from schools in Pakistan. She is author of several peer-reviewed journal articles on research methods, evaluations of school-based interventions, and equity in education. She is a co-investigator in the projects funded by Education Endowment Foundation, Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE), Peter Sowerby Foundation.
Her research interest are to explore the stubborn patterns of poverty and inequalities through population data sets and large scale surveys such as National Pupil Database (NPD, England), Higher Education Statistics (HESA), Annual Survey of Education Report data (ASER, Pakistan), Longitudinal Survey of Young People in England (LSYPE). By using these secondary data resources she investigiates the indicators of disadvantage that have deep associations with children's academic attainment, well-being and happiness, and access to pathways for successful life.
She is also interested in finding the impact of educational programmes that can break the cycle of poverty and its impact on young people’s lives. She has conducted evaluations of popular educational programmes such as Philosophy for Children, summer school during primary school transition stages, Fresh Start phonics and Accelerated Reader. She is concerned with improving the quality of social science research, and passionate about the role of schools in shaping a fairer society.
School of Applied Social Sciences
- Evaluating the use of contextual data in undergraduate admissions
School of Education
- Accelerated Reader
- Anglican School Partnership
- CUREE Response to Intervention
- Evaluating the use of contextual data in undergraduate admissions
- Evaluation of Children's University social action trial
- Evaluation of Literacy for Life Programme
- Evaluation of Writing about Values
- Evaluation of Youth United Social Action Trial
- Fresh Start
- Future Foundations Summer School
- Nuffield Parental Involvement Intervention
- Research into non-cognitive and KS2 attainment impacts of philosophy for children
- Research into the non-cognitive impacts of Philosophy for Children (P4C)
- Switch On
- The kinds of poverty in schools and their impact on student progress
- The research design basis for undergraduate quantitative methods (QM) teaching
- Education in the developing countries
- Poverty and education
- Reading assessment and impact
- Trials in education
- Using secondary data resources
- Education and empowerment
- (2013). Urdu Women’s Digests: Reading for Pleasure Behind ‘Walls and Veils’. Saarbru¨cken.
- Gorard, S., Siddiqui, N. & See, B.H. (2017). Can ‘Philosophy for Children’ improve primary school attainment?. Journal of Philosophy of Education 51(1): 5-22.
- See, B.H., Gorard, S. & 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.
- Siddiqui, N. & Gorard, S. (2017). Comparing government and private schools in Pakistan: the way forward for universal education. International Journal of Educational Research 82: 159-169.
- Siddiqui, N. (2017). Socio-economic segregation of disadvantaged children between schools in Pakistan: comparing the state and private sector. Educational Studies
- Gorard, S., Siddiqui, N. & See, B.H. (2016). An evaluation of Fresh Start as a catch-up intervention: A trial conducted by teachers. Educational Studies 42(1): 98-113.
- Gorard, S., Siddiqui, N. & See, B.H. (2016). 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
- Siddiqui, N, Gorard, S & See, B H (2015). Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase. Educational Review
- Gorard, S.A.C., Siddiqui, N. & See, B.H. (2015). An Evaluation of the ‘Switch-on Reading’ Literacy Catch-up Programme. British Educational Research Journal 41(4): 596-612.
- See, B. H., Gorard, S. & Siddiqui, N. (2015). Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme. Studies in Educational Evaluation 47: 83-92.
- Gorard, S., Siddiqui, N. & See, B. H. (2015). How effective is a summer school for catch-up attainment in English and maths?. International Journal of Educational Research 73: 1-11.
- Boliver, V., Gorard, S. & Siddiqui, N. (2015). Will the Use of Contextual Indicators Make UK Higher Education Admissions Fairer?. Education Sciences 5(4): 306-322.
- Siddiqui, N., Gorard, S. & See, B.H. (2014). Is a summer school programme a promising intervention in preparation for transition from primary to secondary school?. International Education Studies 7(7): 125-135.
- Siddiqui, N. (2014). Women's magazines in Asian and Middle Eastern countries. South Asian Popular Culture 12(1): 29-40.
- Gorard, S., Hordosy, R. & Siddiqui, N. (2013). How stable are 'school effects' assessed by a value-added technique?. International Education Studies 6(1): 1-9.
- Siddiqui, N. (2012). Who reads Urdu women’s magazines and why? An investigation of the content, purpose, production and readership of Urdu women’s digests. International Journal of Media and Cultural Politics 8(2-3): 323-334.
Other (Digital/Visual Media)
- Gorard, S., See, B.H. & Siddiqui, N. (2013). A Randomised Controlled Trial (or ‘Fair Test’): Evaluating an Educational Innovation. SAGE Research Methods Cases
- Siddiqui, N., Gorard, S. & See, B.H. (2017). Non-cognitive impacts of Philosophy for Children. School of Education, Durham University.
- Gorard, S. & Siddiqui, N. (2016). Grammar schools in England: a new approach to analysing their intakes and outcomes. School of Education. Durham University.
- Gorard, S., See, B.H., Siddiqui, N., Smith, E. & White, P. (2016). Youth Social Action Trials: Youth United Evaluation report and executive summary. School of Education. London, Education Endowment Foundation.
- See, B H, Gorard, S & Siddiqui, N (2015). Evaluation of the Curriculum Centre Word and World Reading programme. Education Endowment Foundation.
- Gorard, S, Siddiqui, N & See, B H (2015). Philosophy for Children: SAPERE, Evaluation Report and Executive Summary, EEF.
- Gorard, S., See, B.H. & Siddiqui, N. (2015). Word and World Knowledge: Curriculum Centre. EEF.
- Siddiqui, N., Gorard, S. & See, B.H. (2014). Accelerated Reader: an aggregated trial. Educational Endowment Foundation.
- See, B.H., Gorard, S. & Siddiqui, N. (2014). Evaluation of Anglican Schools Partnership Enhanced Feedback Pilot. Educational Endowment Foundation.
- Siddiqui, N., Gorard, S. & See, B.H. (2014). Evaluation of Future Foundations Summer School Programme. Educational Endowment Foundation.
- Gorard, S., See, B.H. & Siddiqui, N. (2014). Process and summative evaluation of the Switch-On literacy transition programme. Educational Endowment Foundation.
- Gorard, S., See, B.H. & Siddiqui, N. (2013). Process and summative evaluation of the Switch-On literacy transition programme. Education Endowment Foundation.
- Gorard, S., Siddiqui, N. & Boliver, V. (2017). An analysis of contextual and other indicators of HE students for possible use in widening participation. (Working Paper 3).
- Gorard, S., Siddiqui, N. & Boliver, V. (2017). An analysis of school-based contextual indicators for possible use in widening participation. Education working paper series
- Gorard, S., Boliver, V., Siddiqui, N., Banerjee, P. & Morris, R. (2017). Which are the most suitable contextual indicators for use in widening participation to HE?. Education working paper series