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Durham University

School of Education

Research Projects

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 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

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

Research Projects

  • 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 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
  • 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

  • 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

Show all publications

Selected Grants

  • 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)

Supervises