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Professor Beng Huat See

Professor in the School of Education

Fellow of the Wolfson Research Institute for Health and Wellbeing

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

The Effectiveness and Equity of Grammar Schools in England.

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

School of Education

Research Projects

School of Education

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

Indicators of Esteem

Editor of Review of Education:
Editorial Board member of Educational Research and Evaluation:
Editorial Board member of the British Educational Research Journal :
Fellow of the Higher Education Academy:
Fellow of the Royal Society of Arts:
Grants reviewer for the National Centre for Science and Technology Evaluation (NCSTE) of Kazakhstan:
Grants reviewer for the Netherlands Organisation for Scientific Research:
Invited presenter to the Castle Vale Education Trust and the Sutton Trust on engagement with local community to improve the outcomes of children in the Castle Vale area:
Invited speaker for Campaign for State Education Birmingham City University, October 2013 on overcoming disadvantage in education:
Invited to participate in a public debate at York Theatre Royal on Creativity in Schools: Should it be a requirement to teach arts and music in schools?:
Member of the British Education Research Association:
Member of the ESRC Grant Assessment Panel B:
Member of the panel of evaluators for the Education Endowment Foundation:
Member of the panel of evaluators for the Youth Endowment Fund:
Panel peer reviewer of trials for the Education Endowment Foundation:
Peer reviewer for: Oxford Review of Education, Educational Review, Journal of Education for Teaching, BERJ, Higher Education :
Quarterly, Studies in Higher Education and Global Education Review, Journal of Adolescence Educational Review, Educational Psych:
Routledge Author of the Month :
2018: Invited speaker for the School of Education Teaching and Learning Conference (8 March 2018):
2019: Invited guest lecture for the MA International Education programme at Leicester University (18 February 2019):
2019: Presented on how to attract and retain teachers in challenging schools: What works in getting teachers to teach in hard-to-staff schools/areas in the Evidence Week held in parliament, 25 June 2019 held in parliament:
2020: Cabinet Office What Works Trial Advice panel :
2020: Invited member of the EEF consultative advisory group on teacher professional development :
2020: Invited member of the ESRC consultative group on research priority on “Education – Improving Outcomes” :

Selected Publications

Authored book

Gorard, S., Griffin, N., See, BH. & Siddiqui, N. (2019). How can we get educators to use research evidence?. Lulu Press.
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. & 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

Gorard, S., Wardle, L., Siddiqui, N. & See, B.H. (2020). Engagement and impact in addressing and overcoming educational disadvantage. In Getting evidence into education: Evaluating the routes into policy and practice. Gorard, S. London: Routledge.
See, B.H. (2020). Engagment and impact in addressing and overcoming educational disadvantage. In Getting evidence into education: Evaluating the routes into policy and practice. Gorard, S. London: Routledge.
Gorard, S. & See, B.H. (2020). What we know already about the best ways to get evidence into use in education. In Getting Evidence into Education: Evaluating the Routes to Policy and Practice. Gorard, S. London: Routledge.
See, B.H. (2020). Why is it difficult to get evidence into use?. In Getting evidence into education: Evaluating the routes into policy and practice. Gorard, S. London: Routledge. 84-99.
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

Morris,R,, See,B., Gorard,S. & Siddiqui,N. (2021). Literacy for Life: Evaluating the National Literacy Trust’s bespoke programme for schools. Educational Studies
See, B.H., Morris, R., Gorard, S. & El Soufi, N. (2021). Recruiting and retaining teachers: what works?. Researching Education 1(2).
Gorard, S., See, B. & Siddiqui, N. (2020). Can we help improve wider school outcomes through youth social action?. Impact Journal of the Chartered College of Training (Special).
See, B.H. (2020). Challenges in using research evidence in improving teacher quality. Research Intelligence Special Issue (144 Special issue (Autumn).
Gorard, S. (2020). Commentary on “Diving in where angels fear to tread”. The Psychology of Education Review (PER) 44(1): 18-21.
See, B. H. & Gorard, S. (2020). Effective classroom instructions for primary literacy? A critical review of causal evidence. International Journal of Educational Research 102: 101577.
See, B.H., Morris,R., Gorard,S., Kokotsaki, D. & Abdi,S. (2020). Teacher recruitment and retention: A critical review of international evidence of most promising interventions. Education Sciences 10(10): 262.
Gorard, S., See, B. & Siddiqui, N. (2020). What is the evidence on the best way to get evidence into use in education?. Review of Education 8(2): 570-610.
See, Beng Huat, Morris, Rebecca, Gorard, Stephen & El Soufi, Nada (2020). What works in attracting and retaining teachers in challenging schools and areas?. Oxford Review of Education 46(6): 678-697.
See, B,H. & Gorard, S. (2020). Why don’t we have enough teachers?: A reconsideration of the available evidence. Research Papers in Education 35(4): 416-442.
Siddiqui, N. , Gorard, S. & See, B.H. (2019). Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme. Studies in Educational Evaluation 61: 74-82.
El Soufi, N. & See,B.H. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in Educational Evaluation 60: 140-162.
See, Beng Huat, Morris, Rebecca, Gorard, Stephen & Siddiqui, Nadia (2019). Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils' attainment in maths. Educational Research and Evaluation 25(3-4): 203-224.
Gorard, S., Siddiqui, N., See, B.H., Boliver, V. & Wardle, L. (2019). Let’s make education fairer. Research Intelligence Autumn 2019(140): 12-13.
Gorard, S., Siddiqui, N. & See, BH (2019). The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England. Research Papers in Education
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. (2018). Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature. Research in Education 102(1): 37-61.
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 13(2): 57-63.
Siddiqui, N., Gorard, S. & See, B.H. (2018). The importance of process evaluation for randomised control trials in education. Educational Research 60(3): 357-370.
See, B.H. (2018). Understanding the moral values of young people and the key influences on their character development. Interdisciplinary Education and Psychology 2(2): 1.
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.
Siddiqui, N, Gorard, S & See, B H (2016). Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase. Educational Review 68(2): 139-154.
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
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

Gorard, Stephen, Ventista, Ourania, Morris, Rebecca & See, Beng Huat (2020). Who wants to be a teacher? Findings from a survey of undergraduates in England. Durham, Durham University Evidence Centre for Education.
See, B.H, Gorard,S., Morris, R. & Siddiqui, N. (2019). Evaluation of the National Literacy Trust's Literacy for Life programme. Durham University Evidence Centre for Education.
See, B.H.,, Morris, R.,, Gorard, S., & Siddiqui, N. (2018). Maths Counts intervention: Evaluation report and executive summary. Education Endowment Foundation.
See, B.H., Morris, R., Gorard, S. & Siddiqui, N. (2018). Writing About Values: Evaluation report and executive summary November 2018. Education Endowment Foundation.
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, 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.

Working Paper

See, B.H., Wardle, L. & Collie, P. (2020). Teachers' wellbeing and workload during Covid-19 lockdown.
See, B.H., Wardle, L. & Collie, P. (2020). Teachers’ responses to the school reopening strategy.
Morris, Rebecca, See, Beng Huat, Gorard, Stephen & Siddiqui, Nadia (2019). The ‘Write Across’ Project: Evaluation Report.

Show all publications

Supervises

Selected Grants

2019: Evaluation Of EdTech Innovation Testbed (£625000.00 from )
2019: Examining The Role Of Schooling In The Cognitive And Wider Development Of Children In The Province Of Punjab (Pakistan) And State Of Gujarat (India): Establishing Routes For Sustainable Education (£151170.90 from The British Academy)
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)