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Staff Profile

Dr Nadia Siddiqui - all publications

Authored book

  • Gorard, S., See, B.H. & Siddiqui, N. (2017). The trials of evidence-based education. Abingdon, Oxon: Routledge.
  • (2013). Urdu Women’s Digests: Reading for Pleasure Behind ‘Walls and Veils’. Saarbru¨cken.

Chapter in book

  • Boliver, V., Gorard, S. & Siddiqui, N. (2017). How can we widen participation in higher education? The promise of contextualised admissions. In The University as a Critical Institution?. Deem, R. & Eggins, H. Rotterdam: Sense Publishers. 95-110.

Journal Article

  • Gorard, S., Siddiqui, N. & Boliver, V. (2017). An Analysis of School-Based Contextual Indicators for Possible Use in Widening Participation. Higher Education Studies 7(2): 79.
  • 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). Parental education as a determinant of school choice: A comparative study of school types in Pakistan. Research in Education
  • 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. (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): 626-648.
  • 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.
  • 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

Presentation

  • Ventista, O.M. & Siddiqui, N. (2016), Which school interventions are beneficial for the development of non-cognitive skills of primary school students? A review of existing evidence, The European Conference of Educational Research (ECER) 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers. Dublin, Ireland.

Report

  • Siddiqui, N., Gorard, S. & See, B.H. (2017). Children's University and Youth Social Action, Evaluation Report and Executive Summary. School of Education. London, Education Endowment Foundation.
  • 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.

Working Paper

  • 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