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Staff Profile

Dr Beng Huat See

Associate Professor (Research) 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 joined Durham University School of Education in October 2013. Previously she was a researcher at the University of York before moving to the University of Birmingham where she was involved in a wide range of research from character education, developing critical thinking skills, to systematic reviews and rigorous evaluations of programmes. Her research interests are wide and varied, but stems mainly from her desire to help children of all ages, gender, abilities and ethnicity to enjoy school and to achieve their full potential. Her research findings have made important impacts on research decisions taken by the Education Endowment Foundation, TeachFirst and/or the Deputy Prime Minister’s Office in relation to the use of the pupil premium and the transition from year 6 to year 7 at school. For example the JRF review of studies exploring the causal links between attitudes, aspirations and behaviour, and educational outcome has been included in the Welsh Government’s Department for Education and Skills (Yr Adran Addysg a Sgiliau) range of high quality resources and materials. Beng Huat’s career began as a secondary school teacher in Singapore where she taught geography, English and social studies for 16 years. For seven years she headed the humanities department and was also the chief editor of her school publications. She was also the school’s pastoral care and career guidance co-ordinator. In 1994 she completed her Masters in Education at Cardiff University specialising in education management and TEFL, having had an RSA diploma in TESOL from the British Council. She spent 3 years teaching GCSE and A-level geography in an FE college in South Wales. In 2000 she undertook her doctorate degree investigating the determinants of teacher supply and demand, the findings of which have led to two submissions to the House of Commons Select Committee (House of Commons fifth report of session 2003-2004; http://www.publications.parliament.uk/pa/cm201012/cmselect/cmeduc/1515/1515we06.htm).

In her spare time Beng Huat enjoys painting, specialising in landscape and abstract painting. Although most of her paintings are in acrylic and watercolour, she also enjoys charcoal portrait drawings. Most of her paintings feature parks and woods in the Midlands. Some of her pieces have been exhibited and sold at charity events.

Information for Potential Doctoral Students

Beng Huat is looking for potential doctoral students interested in investigating the teacher supply issue (teacher recruitment, teacher retention, routes into teaching)

Completed Research Projects

  • Review on the formal links between affective and academic outcomes (TeachFirst £4,000)
  • Review of evidence of literacy ‘catch-up’ during transition to secondary school (EEF £13,686)
  • Developing a Critical Appraisal diagnostic tool for improving critical reading among doctoral researchers in the Social Sciences (Advanced Social Science Collaboration, University of Birmingham £3,200)
  • Systematic review of international intervention studies and UK-based values and aspirations literature (DfES £39k
  • Systematic review of factors that drive post-16 participation of ethnic minority groups (DfES £25k)
  • Systematic reviews in education: methodological challenges (York University pump priming grant £3k)
  • A scoping analysis of school exclusions in England (York University pump priming grant (£1k)
  • Secondary data analysis of the supply and retention of teachers in Wales (General Teaching Council £15k)

Research Groups

School of Education

  • Assessment, Evaluation and Effectiveness

Research Projects

School of Education

  • Accelerated Reader
  • Anglican School Partnership
  • Arts Education Literature Review
  • CUREE Response to Intervention
  • Curriculum Centre Word and World Reading
  • Evaluation of Children's University social action trial
  • Evaluation of Literacy for Life Programme
  • Evaluation of Mead Maths Count
  • Evaluation of Meols Cop High School Feedback Project
  • Evaluation of UK Space Agency Principia 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)
  • Sapere
  • Switch On
  • Understanding the complex determinants of teacher shortages: an intergrated approach

Research Interests

  • Critical thinking skills
  • Parental involvement
  • Teacher demand and supply
  • Interventions to overcome education disadvantage
  • Attainment and participation in STEM subjects

Selected Publications

Authored book

  • Gorard, S., See, B.H. & Siddiqui, N. (2017). The trials of evidence-based education. Abingdon, Oxon: Routledge.
  • Gorard, S., See, B.H. & Morris, R. (2016). The most effective approaches to teaching in primary schools: Rigorous evidence on effective teaching. Saarbrücken: LAP LAMBERT Academic Publishing.
  • Gorard, S. (2014). The death of ‘quantitative’ methods?. British Academy: London.
  • Gorard, S. & See, B.H. (2013). Overcoming disadvantage in education. Abingdon, Oxon: Routledge.
  • Gorard, S., See, B.H. & Davies, P. (2011). Do attitudes and aspirations matter in education?: A review of the research evidence. Saarbrucken: Lambert Academic Publishing.
  • See, B.H. (2011). Understanding teacher supply in England and Wales. Saarbrucken: LAP Lambert Academic Publishing.

Chapter in book

  • 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

  • See, B.H. & 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 89: 10-21.
  • 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
  • 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.
  • See, B.H., Gorard, S. & Siddiqui, N. (2017). Does participation in uniformed group activities in school improve young people’s non-cognitive outcomes? International Journal of Educational Research 85: 109-120.
  • 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.
  • 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 18(4): 1-25.
  • See, B.H. & Kokotsaki, D. (2016). Context and Implications Document for: Impact of arts education on children's learning and wider outcomes. Review of Education 4(3): 263-265.
  • See, B.H. & Kokotsaki, D. (2016). Impact of arts education on children’s learning and wider outcomes. Review of Education 4(3): 234-262.
  • See, B.H., Gorard, S. & Siddiqui, N. (2016). Teachers’ use of research evidence in practice: a pilot study of feedback to enhance learning. Educational Research 58(1): 56-72.
  • Gorard, S. (2015). A proposal for judging the trustworthiness of research findings. researchED Magazine
  • 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.
  • See, B. H. & Gorard, S. (2015). Does intervening to enhance parental involvement in education lead to better academic results for children? An extended review. Journal of Children's Services 10(3): 252-264.
  • 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.
  • See, B.H. & Gorard, S. (2015). The role of parents in young people’s education — a critical review of the causal evidence. Oxford Review of Education 41(3): 346-366.
  • See, B.H. & Gorard, S.A. (2014). Improving Literacy in the Transition Period: A Review of the Existing Evidence on What Works. British Journal of Education, Society and Behavioural Science 4(6): 739-754.
  • 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.
  • Gorard, S., Hordosy, R. & See, B.H. (2013). Narrowing down the determinants of between-school segregation an analysis of the intake to all schools in England, 1989–2011. Journal of School Choice: International Research and Reform 7(2): 182-195.
  • See, B.H., Gorard, S. & Torgerson, C. (2012). Promoting post-16 participation of ethnic minority students from disadvantaged backgrounds: a systematic review of the most promising interventions. Research in Post-Compulsory Education 17(4): 409-422.
  • See, B.H., Torgerson, C., Gorard, S., Ainsworth, H., Low, G. & Wright, K. (2011). Factors that promote high post-16 participation of some minority ethnic groups in England: A systematic review of the UK-based literature. Research in post-compulsory education 16(1): 85-99.
  • Gorard, S. & See, B.H. (2011). How can we enhance enjoyment of secondary school? The student view. British Educational Research Journal 37(4): 671-690.
  • See, B H & Arthur, J (2011). The potential role of schools and teachers in the character development of young people in England: perspectives from pupils and teachers. Evaluation and Research in Education 24(2): 143-157.
  • Gorard, S., See, B.H. & Shaheen, R. (2009). Educating for citizenship: some lessons from England 2008. Citizenship Teaching and Learning 54(145): 35-45.
  • Gorard, S. & See, B.H. (2009). The early impact of SES on participation and attainment in science. Studies in Science Education 45(1): 93-129.
  • Mitchell, S, Prior, P, Bilbro, R, Peake, K, See, B H & Andrews, R (2008). A reflexive approach to interview data in an investigation of argument. International Journal of Research and Method in Education 31(3): 229-241.
  • Gorard, S & See, B H (2008). Is science a middle-class phenomenon? The SES determinants of 16-19 participation. Research in Post-Compulsory Education 13(2): 217-226.
  • Gorard, S, See, B H , Smith, E & White, P (2007). What can we do to strengthen the teaching workforce? International Journal of Lifelong Education 16(4): 419-437.
  • White, P, Gorard, S & See, B H (2006). What are the problems with teacher supply? Teaching and Teacher Education 22(3): 315-326.
  • See, B H (2004). Determinants of teaching as a career. Evaluation and Research in Education 18(4): 213-242.
  • See, B H , Gorard, S & White, P (2004). Teacher demand: Crisis, what crisis? Cambridge Journal of Education 34(1): 103-123.

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

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.
  • See, B.H., Morris, R., Gorard, S. & Griffin, N. (2017). UK Space Agency Principia Education Programme Report: The reach and spread of its projects. Durham Durham University.
  • Gorard, S., See, B.H. & Morris, R. (2016). Literacy for Life - An interim evaluation report. Durham University.
  • Gorard, S. & See, B.H. (2016). Review of effective teaching approaches in primary schools – Overview, conclusions and implications. School of Education. Durham University.
  • Gorard, S., See, B.H. & Morris, R. (2016). Teacher Review of effective teaching approaches in primary schools. 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.
  • Gorard, Stephen., See, Beng Huat., Siddiqui, Nadia., Smith, Emma. & White, Patrick. (2016). Youth Social Actions Trials: Youth United Evaluation report and executive summary.
  • Gorard, Stephen., See, Beng Huat., Siddiqui, Nadia., Smith, Emma. & White, Patrick. (2016). Youth Social Actions Trials: Youth United Evaluation report and executive summary.
  • Gorard, S, Siddiqui, N & See, B H (2015). Evaluation of the Accelerated Reader: an aggregated trial. Educational 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). Evaluation of the Fresh Start: an aggregated trial. Education Endowment Foundation.
  • See, B. H. & Kokotsaki, D. (2015). Impact of arts education on the cognitive and non-cognitive outcomes of school-aged children. A review of evidence. School of Education. Durham, Education Endowment Foundation.
  • Gorard, S, Siddiqui, N & See, B H (2015). Philosophy for Children: SAPERE, Evaluation Report and Executive Summary, EEF.
  • See, B H & Kokotsaki, D (2015). Systematic review of the impact of arts education on the cognitive and non-cognitive outcomes of school-aged children. Education Endowment Foundation.
  • See, B.H., Gorard, S. & Siddiqui, N. (2014). Evaluation of Anglican Schools Partnership Enhanced Feedback Pilot. Educational Endowment Foundation.
  • See, B.H., Gorard, S. & Siddiqui, N. (2014). Evaluation of CUREE/AfA Response to Intervention. 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. (2013). Do parental involvement interventions increase attainment? A review of the evidence. London, Nuffield Foundation.
  • Gorard, S. & See, B.H. (2013). Living and learning in Castle Vale: the educational trajectories and outcomes of young poeple at school in one area of Birmingham. Castle Vale Data Observatory.
  • Gorard, S., See, B.H. & Siddiqui, N. (2013). Process and summative evaluation of the Switch-On literacy transition programme. Education Endowment Foundation.
  • See, B.H. & Gorard, S. (2013). What do rigorous evaluations tell us about the most promising parental involvement interventions? A critical review of what works for disadvantaged children in different age groups. London, Nuffield Foundation.
  • See, B.H., Gorard, S., Cooke, S. & Siddiqui, N. (2012). Improving literacy in the transition period: What do we need to know about what works? Educational Endowment Foundation.
  • Davidson, A.J., See, B.H. & Knowles, C. (2010). Character in transition – Consistency in values: the transition from primary to secondary school. Birmingham: University of Birmingham.

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