2017 Publications

Beckmann, N., & Wood, R.E. (2017). Editorial: Dynamic personality science: Integrating between-person stability and within-person change. Frontiers in Psychology. Personality and Social Psychology. 8:1486.

Birney, D.P., Beckmann, J.F., Beckmann, N., & Double, K.S. (2017). Beyond the Intellect: Complexity and learning trajectories in Raven’s Progressive Matrices depend on self-regulatory processes and conative dispositions, Intelligence.

Boliver, V., Gorard, S. and Siddiqui, N. (2017). A more radical approach to contextualised admissions, pp23-28 in Where next for widening participation and fair access?, Oxford: HEPI/Brightside HEPI Report 98.

Boliver, V., Gorard, S. and Siddiqui, N. (2017). How can we widen participation in higher education? The promise of contextualised admissions, pp.95-110 in Deem, R. and Eggins, H. (Eds.). The University as a Critical Institution, Boston: Sense Publishers, ISBN Paperback: 9789463511148.

Boliver, V. (2017). How meritocratic is admission to highly selective UK universities?. In Higher Education and Social Inequalities: University Admissions.

Dilnot, C. & Boliver, V. (2017). Admission to medicine and law at Russell Group universities: the impact of A-level subject choice. In Widening Participation in Higher Education: Towards a reflexive approach to research and evaluation. Hayton, A. & Stevenson, J. Trentham Books.

Gorard, S. (2017). Multiple linear regression, in Coe, R., Hedges, L. and Waring, M. (Eds.) Research Methodologies and Methods in Education 2nd Edition, London: Sage.

Gorard, S. (2017). Simple Statistical and Correlational Research, in Coe, R., Hedges, L. and Waring, M. (Eds.) Research Methodologies and Methods in Education 2nd Edition, London: Sage.

Gorard, S. (2017). How should numeric data be analysed?, in Wyse, D., Selwyn, N., Smith, E. and Suter, L. (Eds.) The BERA/SAGE Handbook of Educational Research, London: Sage.

Gorard, S. (2017). The importance of research design, in Wyse, D., Selwyn, N., Smith, E. and Suter, L. (Eds.) The BERA/SAGE Handbook of Educational Research, London: Sage.

Gorard, S. and Siddiqui, N. (2017). Too many summer-born children are labelled SEN, Schools Week, p.22, 22/9/17.

Gorard, S. (2017). How to address the summer-born penalty, Children and Young People Now, 29/6/17, p.27.

Gorard, S., See, B.H. and Siddiqui, N. (2017). The trials of evidence-based education, London: Routledge, ISBN 9781138209664, 200 pages.

Gorard, S. and Siddiqui, N. (2017). There is only research: the liberating impact of just doing research, International Journal of Multiple Research Approaches.

Gorard, S., Siddiqui, N. and Boliver, V. (2017). An analysis of school-based contextual indicators for possible use in widening participation, Higher Education Studies, 7, 2, 101-118.

Gorard, S., Siddiqui, N. and See, B.H. (2017). Can ‘Philosophy for Children’ improve primary school attainment, Journal of Philosophy of Education.

Gorard, S., See, B.H. and Siddiqui, N. (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.

Gorard, S. (2017). How prepared do newly-qualified teachers feel? Differences between routes and settings, Journal of Education for Teaching, 43, 1, 3-19.

Gorard, S., Boliver, V., Siddiqui, N., Banerjee, P. and Morris, R. (2017). Which are the most suitable contextual indicators for use in widening participation to HE? Education Working Paper Series, Working Paper 1, ISBN 978-0-907552-12-3.

Gorard, S., Siddiqui, N. and Boliver, V. (2017). An analysis of school-based contextual indicators for possible use in widening participation, Education Working Paper Series, Working Paper 2, ISBN 978-0-907552-17-8.

Gorard, S., Siddiqui, N. and Boliver, V. (2017). An analysis of contextual and other indicators of HE students for possible use in widening participation, Education Working Paper Series, Working Paper 3, ISBN 978-0-907552-21-5.

Gorard, S. and Siddiqui, N. (2017). Grammar schools in England: a new approach to analysing their intakes and outcomes.

Harris, N. and Gorard, S. (2017). The United Kingdom, pp.842-876, in Döbert, Hans, Hörner, Wolfgang/von Kopp, Botho, Reuter, Lutz (Hrsg.) Die Bildungssysteme Europas, Baltmannsweiler: Schneider Verlag Hohengehren, ISBN 9783834017055.

Luyten, H., Merrell, C. and Tymms, P. (2017). The contribution of schooling to learning gains of pupils in year 1 to 6. School Effectiveness and School Improvement. 28(3), 374-405.

Merrell, C., Sayal, K., Tymms, P. and Kasim, A. (2017). A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11 will be published in Learning and Individual Differences. Learning and Individual Differences. 53, 156 – 161.

Minbashian, A., Beckmann, N., Wood, R.E. (in press). Emotional intelligence and individual differences in affective processes underlying task-contingent conscientiousness. Journal of Organizational Behaviour.

Morris, R. & Perry, T. (2017). Reframing the English grammar schools debate. Educational Review 69(1): 1-24.

See, B.H. (2017). Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature. Research in Education, 1-25.

See, B.H., Gorard, S. and 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. and Siddiqui, N. (2017). Does participation in uniformed group activities in school improve young people's non-cognitive outcomes? International Journal of Educational Research.

Siddiqui, N. and Gorard, S. (2017). Comparing government and private schools in Pakistan: the way forward for universal education, International Journal of Educational Research, 82, 159-169.