Prof Stephen Gorard

Professor

Affiliations
Affiliation	Room number	Telephone
Professor in the School of Education	CB2008	+44 (0) 191 33 48323
Fellow of the Wolfson Research Institute for Health and Wellbeing		+44 (0) 191 33 48419

Biography

Stephen Gorard is Director of the Durham University Evidence Centre for Education (DECE) https://www.dur.ac.uk/dece/, Professor of Education and Public Policy at Durham University. He has previously held chairs in social science and education at Cardiff, York and Birmingham. He is a Fellow of the Academy of Social Sciences, the Royal Society of Arts, and the Wolfson Research Institute. He is a member of the ESRC Commissioning panel for the Research Methods Programme, the grant awarding panel for the British Academy, and the National Center of Science and Technology Evaluation, Kazakhstan. He has been a member of the ESRC GAP for Education, ESRC Commissioning Panel for Research Seminars and Strategic Networks, the ESRC Research Methods Programme, and 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), 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 has received over £20m of external funding. He regularly gives advice to governments and other policy-makers, including oral and written advice to the House of Commons Education Committee, Scottish Parliament and Welsh Government. 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, the Educational Endowment Foundation, and the Youth Endowment Fund.

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. His 2018 article on grammar schools for the British Journal of Sociology of Education is the most downloaded of all time (https://www.tandfonline.com/doi/full/10.1080/01425692.2018.1443432). His work is listed in the A-level Sociology syllabus (https://www.aqa.org.uk/resources/sociology/as-and-a-level/sociology/teach/teaching-guide).

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.

The Effectiveness and Equity of Grammar Schools in England.

How good are value-added measures of teacher performance? A review and empirical investigation using data from Turkey.

A Consideration of Cooperative Learning to Enhance Pre-service Teachers’ Achievement in Tertiary English as a Foreign Language (EFL) Classrooms in Thailand.

Is Progress 8 a valid and reliable measure of school effectiveness?

Family, school and jobs: intergenerational social mobility in Next Steps.

Research interests

Equity and effectiveness in lifelong education
Education and social justice
Quality of education research
Durham University Evidence Centre for Education (DECE)
Higher and Further Education

Research groups

Research Projects

Accelerated Reader
Anglican School Partnership
CUREE Response to Intervention
Curriculum Centre Word and World Reading
Developing an evidence kit for policy-makers
Evaluating the fairness of admissions to UK higher education
Evaluating the use of contextual data in undergraduate admissions
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 EdTech Innovation Testbed
Evaluation of FLASH Marking Feedback Project
Evaluation of Literacy for Life Programme
Evaluation of UK Space Agency Principia Programme
Evaluation of Writing about Values
Evaluation of Youth United Social Action Trial
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
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
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

Esteem Indicators

2022: Chair, Education Panel , Periodic Evaluation of Research (REF). Ministry of Education, Science, Research and Sport of the Slovak Republic:
2022: Most published/cited UK author in education Web of Science over the last 50 years, and top ten in the world:
2022: Promotions panel member, University of Haifa:
2021: Advisory Group on Disadvantaged pupils in England, EPI/Nuffield:
2021: Adviser for Teach First and Mission 44, recruiting more Black STEM graduates:
2021: Evidence in Education Forum, Jordan Ministry of Education:
2021: External examiner – British University of Dubai:
2021: Grants reviewer for the William T Grant Foundation:
2021: Oliver.Harness@hartlepool.gov.uk : Building Civic partnership in Hartlepool, Adviser Lead SRS compliance
2021: Panel member, The Fundação para a Ciência e a Tecnologia, I.P. (FCT), Portugal:
2021: Promotions panel member, University of Haifa:
2021: Reviewer ESRC DTP Pathways:
2021: Reviewer for the Trans-Atlantic Platform (T-AP) for Social Sciences and Humanities:
2021: Visiting Professor, Plymouth Marjon University:
2020: Adviser to DfE Open Innovation Team on Teacher quality and supply :
2020: Member Cabinet Office What Works Advice panel for civil servants, Prime Minister’s Implementation Unit:
2019: Ambassador, Ednorth Programme:
2019: Member, DfE Advisory Group for Holiday Activities and Food:
2019: Round Table, Future Perfect Education Commission, Parliament, 25/10/19:
2015: ESRC Commissioning Panel: Seminar Series and Strategic Networks
2015: Two landmark papers selected to celebrate 30 years of Research Papers in Education: http://explore.tandfonline.com/content/ed/rred-thirtieth-anniversary-virtual-special-issue
2015: Written evidence, Education and Adoption Bill Committee: The conversion of coasting schools to Academies
2015: Written evidence, House of Commons Education Committee: The work of OFSTED
2014: Cabinet Office: Academic Advisory Panel
2014: DfE: Analytical Associate
2014: Education Select Committee: Invited to give oral evidence to the inquiry into the underachievement
in education of White working class children
2014: Grant Assessment Panel (Education): British Academy
2014: Landmark Studies: Book by Durham author selected as one of the landmark studies over 40 years in education
2014: Written evidence, House of Commons Education Committee: Raising the leaving age
2014: Written evidence, House of Commons Education Committee: The summer birth problem
2014: Written evidence, House of Commons Education Committee: Academies and Free Schools
2013: Chair and Opening Address: Policy Knowledge Raising Educational Attainment Policy Briefing, London,
February 2013
2013: Closing the gaps: Plenary panel member, Schools NE Rising to the Challenge Summit S James'
Park, Newcastle, October 2013
2013: Collecting evidence and proving impact of widening access, Keynote Address: Implementing the National Access Strategy, plenary address to The House:
Westminister Briefing London November 2013
2013: Invited address on Questioning P4C: SAPERE Annual Conference, Birmingham
2013: Keynote Speech: Association for the Study of Medicine Annual Conference, London November
2013
2013: Making research real: Keynote speech: NATCEN Learning Conference, Cardiff, June 2013
2013: Meet the author: Durham Book Festival, October 2013
2013: Most cited education author: One of six UK academics in the world top 100 most cited education
authors, according to Thompson Reuters ISCI
2013: Narrowing the attainment gap: Plenary address to The House: Westminster Briefing London October 2013
2013: Overcoming disadvantage in education: Campaign for State Education Birmingham City University, October 2013
2013: Tackling poverty: Welsh Government, Cardiff, March 2013
2013: Teaching design as the basis for analysis: Keynote speech: HEA Re-energising undergraduate research methods pedagogy,
Liverpool, June 2013
2013: Why mix methods? Keynote speech: White Rose DTC Annual Conference, Leeds, May 2013

Publications

Authored book

Gorard, S., See BH. & Siddiqui, N. (2022). Making schools better for disadvantaged students. Routledge.
Gorard, S. (2021). How to make sense of statistics: Everything you need to know about using numbers in social science. London: SAGE.
Gorard, S., Griffin, N., See, BH. & Siddiqui, N. (2019). How can we get educators to use research evidence?. Lulu Press.
Gorard, S. (2018). Education policy: Evidence of Equity and Effectiveness. Bristol University Press.
Gorard, S. & Smith, E. (2018). Equity in Education: an international comparison of pupil perspectives, Chinese translation. East China Normal University.
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. (2013). Research Design: Robust approaches for the social sciences. London: SAGE.
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.
Gorard, S. & Smith, E. (2010). Equity in Education: an international comparison of pupil perspectives. London: Palgrave Macmillan.
Gorard, S. (2008). Quantitative research in education: Volumes 1 to 3. London: SAGE.

Chapter in book

See, Beng Huat, Gorard, Stephen & Morris, Rebecca (2023). Tackling teacher shortages: doing the right thing at the right time and with the right evidence. In International Encyclopedia of Education (Fourth Edition). Tierney, R.J., Rizvi, F. & Erkican, K. Elsevier. 5: 655-670.
See, B.H, Gorard, S., Morris, R. & Ventista, O. (2022). Rethinking the Complex Determinants of Teacher Shortages. In Palgrave Handbook of Teacher Education Research. Menter, I. Palgrave Macmillan.
See, BH, Morris, R, Gorard, S, Kokotsaki, D & Abdi, S (2022). Teacher recruitment and retention: a critical review of the most promising interventions. In Teachers Matter Improving Recruitment, Retention and Development of Teachers. 47-92.
Anderson, S. (2022). Can improving the academic buoyancy of secondary school students improve their school attendance? In Making Your Doctoral Research Project Ambitious: Developing Large-Scale Studies with Real-World Impact. Siddiqui, N. & Gorard, S. Routledge. 138-149.
Gorard, S (2021). Multiple linear regression. In .) Research Methodologies and Methods in Education.
Gorard, S (2021). Simple Statistical and Correlational Research. In Research Methodologies and Methods in Education.
See, B.H., Gorard, S., Morris, R., & el-Soufi, N. (2020). How to recruit and retain teachers in hard-to-staff areas: A systematic review of the empirical evidence. In Exploring Teacher Recruitment and Retention. Ovenden-Hope, T. & Passy, R. Abingdon, Oxon: Taylor & Francis. 148-162.
Gorard, S. (2020). Who judges the evidence for evidence-led teaching? In The research-informed teaching revolution. Brown, C., Flood, J. & Handscomb, G. Ipswich: John Catt.
Boliver, Vikki, Gorard, Stephen & Siddiqui, Nadia (2020). Widening Participation in the UK. In Changing Higher Education for a Changing World. 117.
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). 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.
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). 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.
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. (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. & 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. (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

Edited book

Gorard.S. (2020). Getting Evidence into Education: Evaluating the Routes to Policy and Practice. Routledge.

Journal Article

Newspaper/Magazine Article

Gorard, S. (2018). Do the benefits of grammar schools outweigh the damage caused by selection? Public Sector Focus (March/April 2018): 64.
Gorard, S. (2018). Is £50m to expand grammar schools a good use of public money? Public Finance
Gorard, S. & Siddiqui, N. (2017). Too many summer born children are labelled SEN. Schools Week 22.
Gorard, S. (2017). How to address the summer-born penalty. Children and Young People Now
Gorard, S. (2016). Does missing one week of school lead to lower grades? Significance Magazine
Gorard, S. & Morris, R. (2014). What are Free Schools the answer to? The Conversation
Gorard, S. & Morris, R. (2014). Plans for schools to prioritise poorer applicants look fair, but could be a disaster. The Conversation

Other (Digital/Visual Media)

Gorard, S. (2021). Every social science researcher needs to be able to use and understand numbers in research. Blog.
Gorard,S. (2020). What do we know, so far, about the best ways to help users use good research evidence? Blog.
Gorard, S., Boliver, V. & Siddiqui, N. (2019). Fair access means admitting more applicants with lower grades. Blog.
Gorard, S. (2019). Let's make education fairer.
Gorard,S. (2018). Grammar schools damage social cohesion and make no difference to exam grades.
Gorard, S., See, B.H. & Siddiqui, N. (2013). A Randomised Controlled Trial (or ‘Fair Test’): Evaluating an Educational Innovation. SAGE Research Methods Cases

Other (Print)

Gorard, S., Siddiqui, N. & See, B. H. (2021). The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England.
Gorard, S. (2014). FSM – past their eat-by date? Perspectives

Presentation

Gorard, S. (2016), Does the use of contextual data help or hinder widening participation?, Researching the Micro and Local in Widening Participation Practice: Seminar 2. Sheffield University.

Report

See, BH, Cairns, J & Gorard, S (2023). End of first year report of an independent evaluation of Glasses in Classes.
Siddiqui, Nadia, Gorard, Stephen, Bulsari, Smruti, Saeed, Saba, Sarfaraz, Hamza, See, Beng Huat, Dixon, Pauline & Pandya, Kiran (2022). Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India. School of Education. Durham, Durham University Evidence Centre for Education.
See, BH, Morris, R, Gorard, S & Siddiqui, N (2022). Writing about values.
Morris, R, Gorard, S, See, BH & Siddiqui, N (2022). Flash Marking: Evaluation 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, BH, Gorard, S, Morris, R & Siddiqui, N (2020). Writing about Values: Report and Executive Summary Addendum.
See, BH, Morris, R, Gorard, S & Siddiqui, N (2019). Maths Counts, Evaluation Report.
Morris, R, Gorard, S, See, BH & Siddiqui, N (2019). The Write Across Project: Evaluation Report.
See, BH, Gorard, S, Siddiqui, N & Morris, R (2019). Evanluation of the National Literacy Trust's Literacy for Life programme.
Siddiqui, N, Boliver, V & Gorard, S (2019). Evaluation of Supported Progression (SP) schemes offered by Durham University.
Gorard, S., Siddiqui, N., See, B.H., Smith, E. & White, P. (2018). Children's University and Youth Social Action, Evaluation Report and Executive Summary December 2017. Education Endowment Foundation.
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.
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.
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., Siddiqui, N., Smith, E. & White, P. (2016). Youth Social Action Trials: Youth United Evaluation report and executive summary. School of Education. London, Education Endowment Foundation.
Gorard, S., See, B.H. & Morris, R. (2016). Teacher Review of effective teaching approaches in primary schools. School of Education. Durham University.
Gorard, S. & Siddiqui, N. (2016). Grammar schools in England: a new approach to analysing their intakes and outcomes. School of Education. Durham University.
Gorard, S., See, B.H. & Morris, R. (2016). Literacy for Life - An interim evaluation report. Durham University.
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 Accelerated Reader: an aggregated trial. Educational Endowment Foundation.
Gorard, S, Siddiqui, N & See, B H (2015). Evaluation of the Fresh Start: an aggregated trial. Education Endowment Foundation.
Gorard, S. (2015). Newly qualified teachers 2015: An investigation of attitudes in terms of route and context. Department for Education and National College for Teaching and Leadership.
Gorard, S., See, B.H. & Siddiqui, N. (2015). Word and World Knowledge: Curriculum Centre. EEF.
Gorard, S (2015). Equity-related challenges in education and training, existing measures, assessment, proposals for future measures, Report to the EU Commission.
Gorard, S, Siddiqui, N & See, B H (2015). Philosophy for Children: SAPERE, Evaluation Report and Executive Summary, EEF.
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.
Gorard, S. (2014). Equity-related challenges in education and training, a NESET synthesis report on EU28.
See, B.H. & Gorard, S. (2014). 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. Nuffield Foundation.
Siddiqui, N., Gorard, S. & See, B.H. (2014). Accelerated Reader: an aggregated trial. Educational Endowment Foundation.
Gorard, S. (2014). Equity-related challenges in education and training, existing measures, assessment, proposals for future measures.
Gorard, S., Siddiqui, N. & See, B.H. (2014). Fresh Start: an aggregated trial. EEF.
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. (2013). What is the evidence on overcoming educational disadvantage in schools? The Leadership and Governance Hub.
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.
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. (2012). Mixed methods research in education: some challenges and possibilities. Research Council of Norway.
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.