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Durham University

School of Education

Research Projects

Prof Stephen Gorard

Professor in the School of Education
Telephone: +44 (0) 191 33 48419
Room number: ED211

(email at s.a.c.gorard@durham.ac.uk)

Affiliate of the Durham University Evidence Centre for Education

The kinds of poverty in schools and their impact on student progress

This project, led by Professor Stephen Gorard, looks at several different kinds of relative poverty faced by young people in schools and could have important implications for theory and practice, without gathering any new data. Please click the link below to find out more.

https://www.dur.ac.uk/education/research/groups/?mode=project&id=942

Biography

Stephen Gorard is Professor of Education and Public Policy, and Fellow of the Wolfson Research Institute at Durham University, and Honorary Professorial Fellow at the University of Birmingham. He has previously held chairs in social science and education at Cardiff and York. He is a Fellow of the Academy of Social Sciences, a Fellow of the Royal Society of Arts, a member of the ESRC Commissioning Panel for Research Seminars and Strategic Networks, and the grant awarding panel for the British Academy, on the expert roster for 3ie – the International Initiative for Impact Evaluation, a Methods Expert for the US government Institute of Education Science, and Independent Expert for the EU Horizon 2020 Research and Innovation programme. He is also an evaluator/reviewer for the National Council for Scientific and Technological Development, Brazil, the Croatian Science Foundation (HRZZ), the National Center of Science and Technology Evaluation, Kazakhstan, Fundação para a Ciência e a Tecnologia, I.P. (FCT), the Portuguese public funding agency for R&D, and The Executive Agency for Higher Education, Research, Development and Innovation Funding, Romania.

His work concerns the robust evaluation of education as a lifelong process, focused on issues of equity and effectiveness. He regularly gives advice to governments and other policy-makers, including oral and written advice to the House of Commons Education Committee every year since 2003. He is also a widely read and cited methodologist, involved in international and regional capacity-building activities, and used regularly as an adviser on the design of evaluations by central and local governments, NGOs and charities. He is currently a recognised evaluator for the European Commission Directorate-General for Education and Culture, Department of Education (England), the Department of Work and Pensions, the Cabinet Office, the Food Standards Agency, the Learning and Skills Information Service, and the Educational Endowment Foundation.

He is author of nearly 1,000 books and papers. His work has generated considerable media interest, with a press, radio or TV story appearing once per fortnight on average, including Newsnight, National News, Sky News, BBC2 documentaries, BBC Radio Five Live, and BBC Radio Four 'Today Programme', 'The Learning Curve', and ‘Womans Hour’. Among other awards he has won the Society of Educational Studies Book Prize, the Emerald Publishers Literati Prize for Outstanding Paper, the BERA Research Intelligence Paper Prize, and the Birmingham University Award for Excellence in Doctoral Supervision. 'Creating a Learning Society' - one of his 20+ books so far - was selected by the British Educational Research Association as one of the landmark studies of the past 40 years. Research Papers in Education have re-published 30 landmark papers to celebrate 30 years of the journal, including two by Stephen Gorard.

Stephen studied Psychology with Statistics at University College London, gaining a PGCE with distinction in Mathematics and Computing from the University of London IoE, a Masters in Education Management and a PhD in Social Sciences from Cardiff University. He taught for 13 years in secondary schools in England and Wales, including being head of department, and deputy headteacher.

Information for prospective doctoral research student supervisions

Professor Stephen Gorard is interested in working with doctoral researchers in a wide range of areas relating to equity and effectiveness in lifelong education - such as school intake stratification, attainment, school effects, school improvement, wider school outcomes, patterns of post-compulsory participation, widening participation, and education and social justice more generally. Stephen is also keen on work intended to enhance the quality of education research, including study design, design-based research, mixing large existing datasets with other forms of data, randomised controlled trials, and developing robust alternatives to RCTs.

 

Completed supervisions 'since 2008'

Impact assessment of STEM initiatives in improving educational outcomes

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

Relationship Between Principals’ Instructional Leadership and School Effectiveness. Does It Make a Difference? Evidence from the Maldives.

An Evaluation of the ‘Philosophy for Children’ programme: The impact on Cognitive and Non-Cognitive Skills.

The investigation and evaluation of the support mechanisms offered to adults with a diagnosis of dyslexia in higher education study.

Impact assessment of STEM initiatives in improving educational outcomes. 

Research Groups

Research Projects

School of Education

  • Accelerated Reader
  • Anglican School Partnership
  • CUREE Response to Intervention
  • Curriculum Centre Word and World Reading
  • Evaluating the fairness of admissions to UK higher education
  • Evaluating the use of contextual data in undergraduate admissions
  • Evaluation of a randomised controlled trial of ‘SAPERE: Philosophy for Children’
  • Evaluation of Children's University social action trial
  • Evaluation of Literacy for Life Programme
  • 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
  • Improving The Pathways For The Uptake Of Robust Evidence
  • Mapping and Evaluating the use of contextual data in undergraduate admissions in Scotland
  • 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)
  • Santander Mobility Grant
  • Switch On
  • The kinds of poverty in schools and their impact on student progress
  • The research design basis for undergraduate quantitative methods (QM) teaching
  • Understanding the complex determinants of teacher shortages: an integrated approach

Department of Sociology

  • Evaluating the use of contextual data in undergraduate admissions
  • Mapping and evaluating the use of contextual data in undergraduate admissions in Scotland

Research Interests

  • Education and social justice
  • Equity and effectiveness in lifelong education
  • Quality of education research

Selected Publications

Authored book

Chapter in book

  • Gorard,S., Boliver,V. & Siddiqui,N. (2018). How can contextualised admissions widen participation?. In Achieving Equity and Quality in Higher Education. Shah, M. & McKay, J. London: Palgrave MacMillan. 307-326.
  • Gorard, S. a & Siddiqui, N. (2018). Refining measures of poverty and their impact on student progress in England. In Understanding school segregation. Bonal, X. & Bellei, C. London: Bloomsbury. 85-102
  • Gorard, S. (2017). An introduction to the importance of research design. In The BERA/SAGE Handbook of Educational Research. Wyse, D., Selwyn, N., Smith, E. & Suter, L. London: SAGE. 203-212.
  • 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.
  • Gorard, S. (2017). How should numeric data be analysed?. In The BERA/SAGE Handbook of Educational Research. Wyse, D., Selwyn, N., Smith, E. & Suter, L. London: SAGE. 753-768.
  • Gorard, S. (2017). Multiple linear regression. In Research Methods and Methodologies in Education. Coe, R., Waring, M., Hedges, L. & Arthur, J. London: Sage. 348-355.
  • Gorard, S. (2017). Statistical and Correlational Techniques. In Research Methods and Methodologies in Education. Coe, R., Arthur, J., Hedges, L. & Waring, M. London: Sage. 119-124.
  • Harris, N. & Gorard, S. (2017). The United Kingdom. In Die Bildungssysteme Europas. Döbert, H., Hörner, W., von Kopp, B. & Reuter, Lutz (Hrsg.) Baltmannsweiler: Schneider Verlag Hohengehren. 842-876.
  • Harris, N. & Gorard, S. (2015). The Education System of the United Kingdom. In Education systems of Europe (Updated Second Edition). Hörner, W., Döbert, H., Reuter, L. & von Kopp, B. Springer Dordrecht Netherlands.
  • Harris, N. & Gorard, S. (2014). The Education System of the United Kingdom: Developments post 2008. In Education Systems of Europe. Döbert, H., Hörner, W., von Kopp, B. & Reuter, L. Springer Dordrecht, Netherlands.
  • Gorard, S. (2014). The potential determinants of educational disadvantage. In Harnessing what works in eliminating disadvantage: a tale of two classrooms. Wood, C. & Scott, R. London, DEMOS.
  • Gorard, S. (2013). An argument concerning overcoming inequalities in Higher Education. In Aspirations, Access and attainment n Widening Participation: International Perspectives and an Agenda for Change. Murray, N. & Klinger, C. Routledge: London.
  • Gorard, S. & Makopolou, K. (2012). Is mixed methods the natural approach to research?. In Reearch Methods in Physical Education and Yough Sport. Armour, K. & Macdonald, D. Abingdon, Oxon: Routledge. 106-119.
  • Gorard, S. (2012). Multiple linear regression made simple. In Research Methodologies and Methods in Education. Coe, R., Arthur, J., Hedges, L. & Waring, M. London: Sage.
  • Gorard, S. (2012). Simple Statistical and correlational Research. In Research Methodologies and Methods in Education. Coe, R. & Arthur, J. London: Sage.
  • Gorard, S. (2011). Are Academies working? In The State and Education Policy. Gunter, H. London: Continuum.
  • 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

Journal Article

Newspaper/Magazine Article

Other (Digital/Visual Media)

Other (Print)

Presentation

Report

Working Paper

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Related Links

Selected Grants

  • 2019: Improving The Pathways For The Uptake Of Robust Evidence (£3700.00 from Nuffield Foundation)
  • 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: Evaluating the fairness of admissions to UK higher education (£20408.80 from )
  • 2016: Evaluating the use of contextual data in undergraduate admissions (£39834.10 from ESRC)
  • 2016: Evaluation Self-affirmation (£76485.11 from Education Endowment Foundation)
  • 2016: The kinds of poverty in schools and their impact on student progress (£132288.00 from ESRC)
  • 2015: Evaluation of National Literacy Trust Academies Programme (£53333.33 from National Literacy Trust)
  • 2015: Mapping and evaluating the use of contextual data in undergraduate admissions in Scotland (£15600.00 from Scottish Funding Council)
  • 2015: Research into the non-cognitive impacts of Philosophy for Children (£31760.00 from The Nuffield Foundation)
  • 2013: Accelerated Reader (£34600.00 from Education Endowment Foundation)
  • 2013: CUREE (Achieve For All) (£46204.09 from Education Endowment Foundation)
  • 2013: Christ Church (Anglican) (£30601.80 from Education Endowment Foundation)
  • 2013: Curriculum Centre (£81100.00 from Education Endowment Foundation)
  • 2013: Evaluation of Children's University Social Action Trial (£152484.00 from Education Endowment Foundation)
  • 2013: Evaluation of Youth United Social Action Trial (£101879.00 from Education Endowment Foundation)
  • 2013: Fresh Start (£39000.00 from Education Endowment Foundation)
  • 2013: Future Foundations Summer School (£93390.00 from Education Endowment Foundation)
  • 2013: SAPERE (£111873.19 from Education Endowment Foundation)
  • 2013: Switch On (£18175.31 from Education Endowment Foundation)
  • 2013: The Research Design Basis for Undergraduate Quantitative Methods (QM) Teaching (£41722.00 from ESRC)

Supervises