2018 Publications

Aleksić, G. and Merrell, C. and Ferring, D. and Tymms, P. and Klemenović, J. (2019) 'Links between socio-emotional skills, behaviour, mathematics and literacy of preschool children in Serbia.', European journal of psychology of education, 34 (2). pp. 417-438.

Boereboom, J. & Tymms, P. (2018). Is there and optimum age for starting school in New Zealand?. NZ International Research in Early Childhood Education Journal, 21(2), 32-44.

Boliver, V. (2018). Ethnic inequalities in admission to elite universities. In Dismantling Race in Higher Education: Racism, Whiteness and Decolonising the Academy. Arday, J. & Safia-Mirza, H. Palgrave MacMillan.

Boliver, V., Powell, M. & Moreira, T. (2018). Organisational Identity as a Barrier to Widening Access in Scottish Universities. Social Sciences 7(9): 151.

Conner, M., Grogan, S., Simms-Ellis, R., Flett, K., Sykes-Muskett, B., Cowap, L., Lawton, R., Armitage, C.J., Meads, D., Torgerson, C., West, R. & Siddiqi, K. (2018). Do Electronic Cigarettes Increase Cigarette Smoking in UK Adolescents? Evidence from a 12-month Prospective Study. Tobacco Control 27(4): 365-372.Gorard, S. and Smith, E. (2018) Equity in Education: an international comparison of pupil perspectives, Chinese translation, East China Normal University.

Cramman, H., Gott, S., Little, J., Merrell, C., Tymms, P., & Copping, L.T. (2018). Number identification: a unique developmental pathway in mathematics? Research Papers in Education, 1-27.

Gorard, S. (2018). Education policy: Evidence of equity and effectiveness, Bristol: Policy Press, ISBN 978-1447342151, 224 pages.

Gorard, S. (2018). Do we really need Confidence Intervals in the new statistics? International Journal of Social Research Methodology.

Gorard, S. (2018). The increasing availability of official datasets (Japanese translation), Estrela, 2018, 3, no.288, pp. 14-21.

Gorard, S., Boliver, V. and Siddiqui, N. (2018). How can contextualised admissions widen participation?, pp.305-326 in Shah, M., and McKay, J., (Eds.) Achieving Equity and Academic Excellence in Higher Education: Global Perspectives in an Era of Widening Participation?, London: Palgrave MacMillan, ISBN 978-3-319-78315-4.

Gorard, S. and Siddiqui, N. (2018). Refining measures of poverty and their impact on student progress in England, pp.85-102 in Bonal, X. and Bellei, C. (Eds.) Understanding school segregation, London: Bloomsbury.

Gorard S. (2018). The increasing tension between citizens' rights and the needs of research, Research Intelligence, Issue 136, pp.25-26.

Higgins, S (2018). Improving Learning: Meta-analysis of Intervention Research in Education.

Ivanova, A., Kardanova, E., Merrell, C., Tymms, P., & Hawker, D. (2018). Checking the possibility of equating a mathematics assessment between Russia, Scotland and England for children starting school. Assessment in Education: Principles, Policy & Practice, 25(2), 141-159.

Jack, C. & Higgins, S.E. (2018). What is educational technology and how is it being used to support teaching and learning in the early years? International Journal of Early Years Education.

Mateos-Gonzalez, J.L. & Boliver, V. (2018). Performance-based University Funding and the Drive towards ‘Institutional Meritocracy’ in Italy. British Journal of Sociology of Education.

Lessard-Phillips, L., Boliver, V., Pampaka, M. & Swain, D. (2018). Exploring ethnic differences in the post-university destinations of Russell Group graduates. Ethnicities 18(4): 496-517.

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.

See, B.H. and 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, Vol 89, pp. 10-21.

Siddiqui, N., Gorard, S. and See, B.H. (2018). The importance of process evaluation for randomised control trials in education, Educational Research.

Siddiqui, N. & Ventista, O.M. (2018). A review of school-based interventions for the improvement of social-emotional skills and wider outcomes of education. International Journal of Educational Research 90: 117-132.

Torgerson, Carole, Brooks, Greg, Gascoine, Louise & Higgins, Steve (2018). Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review. Research Papers in Education.

Tymms, P. & Higgins, S. (2018). Judging Research Papers for Research Excellence. Studies in Higher Education 43(9): 1548-1560.

Tymms, P., Merrell, C., & Bailey, K. (2018). The long-term impact of effective teaching. School Effectiveness and School Improvement, 29(2), 242-261.

Ventista, O.M. (2018). A Literature Review of Empirical Evidence on the Effectiveness of Philosophy for Children. In Family Resemblances: Current Proposals in Philosophy for Children. Duthie, E., Moriyón, F. G. & Robles Loro, R. (eds.) Madrid: Anaya. 448-469.

Ventista, O.M. (2018). Self-assessment in Massive Open Online Courses. E-Learning and Digital Media, 15(4). 165-175.

Xiao, Z. & Higgins, S. (2018). The power of noise and the art of prediction. International Journal of Educational Research 87: 36-46.

Younger, K., Gascoine, L., Menzies, V. & Torgerson, C. (2018). A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education. Journal of Further and Higher Education.