"This edited volume illustrates the idea of a successful research capacity model, critically addressing preconceived notions of early career research projects' impact, and drawing together insights and implications around the encouragement of newer researchers to conduct useful, robust studies with real-world effect. Centring on research undertaken at the Durham University Evidence Centre, the volume features contributions from authors based at universities in the US, China, India, and Pakistan. The bookdiscusses 15 substantial studies which explore themes such as children's wider outcomes in school; disadvantage in education; and the supply of professionals for the teaching workforce. Novel in approach and highly interdisciplinary in nature, the book showcases a broad range of experience and knowledge sharing, from experienced researchers and policy makers to new academic staff, current doctoral students, and masters' students conducting ambitious large-scale projects, thereby giving voice to those just starting out in their career. Illustrating powerful studies that are feasible for students and beginners with limited or no resources, this book will appeal to new researchers, scholars and academics involved in the fields of educational research and research methods, continuing professional development, and education policy more broadly"--
This edited volume illustrates the idea of a successful research capacity model, critically addressing preconceived notions of early career research projects impact and drawing together insights and implications around the encouragement of newer researchers to conduct useful, robust studies with real-world effect.
Centring on research undertaken at the UK Durham University Evidence Centre, the volume features contributions from authors based at universities in the US, China, India, and Pakistan. The book discusses 15 substantial studies which explore themes such as childrens wider outcomes in school; disadvantage in education; and the supply of professionals for the teaching workforce. Novel in approach and highly interdisciplinary in nature, the book showcases a broad range of experience and knowledge sharing, from experienced researchers and policymakers to new academic staff, current doctoral students, and masters students conducting ambitious large-scale projects, thereby giving voice to those just starting out in their career.
Illustrating powerful studies that are feasible for students and beginners with limited or no resources, this book will appeal to new researchers, scholars and academics involved in the fields of educational research and research methods, continuing professional development, and education policy more broadly.
This edited volume illustrates the idea of a successful research capacity model, critically addressing preconceived notions of early career research projects impact, and drawing together insights and implications around the encouragement of newer researchers to conduct useful, robust studies with real-world effect.
List of figures
List of tables
About the editors
List of contributors
Preface
Introduction
Chapter 1- Building research capacity through a pipeline, Nadia Siddiqui and
Stephen Gorard
Part I Development at school and beyond
Introduction to development at school and beyond
Chapter 2 - What matters in early childhood education? A natural experiment
assessing childrens cognitive and social emotional learning, Nadia Siddiqui,
Stephen Gorard, Smruti Bulsari, Saba Saeed, Hamza Sarfaraz, Beng Huat See,
Pauline Dixon and Kiran Pandya
Chapter 3 - Enhancing our understanding of the complexities of reading
difficulties, Johny Daniel and Amy Barth
Chapter 4 - Are Chinese students deficient in critical thinking?, Keji Fan
Chapter 5 - Understanding young peoples enjoyment and its links to
attainment in history, David Prendergast
Chapter 6 - The influence of UDL on primary school students' social and
emotional competence, Bhavika Kapoor
Part II Disadvantage matters at school and beyond
Introduction to disadvantage matters
Chapter 7 - How can school systems do better for disadvantaged students?,
Stephen Gorard, Nadia Siddiqui, Beng Huat See, Nada El-Soufi, and Binwei Lu
Chapter 8 - A brief introduction to the value-added approach and its
unsettled evidence on educational effectiveness: the case of grammar schools
in England, Bin Wei Lu and Xin Shao
Chapter 9 - Evaluation of the impact of Glasses-in-Classes (GiC) on infants
educational outcomes, Lan Dong, Jonathan Cairns, Beng Huat See and Stephen
Gorard
Chapter 10 - Missing data can speak loudly: a case study of widening
participation to university, Yiyi Tan
Chapter 11 - Improved classroom interaction matters to the reading
proficiency of low-income students, Wenqing Chen
Part III The supply of postgraduate professionals
Introduction to the supply of postgraduate professionals
Chapter 12 - Diversity in the school teaching workforce in England, Feyisa
Demie and Beng Huat See
Chapter 13 - A new approach to understanding the global teacher supply
crisis, Mark Ledger, Beng Huat See, Stephen Gorard and Rebecca Morris
Chapter 14 - Assessing the impact of the LADDER approach to teacher wellbeing
and teacher retention. Kulwinder Maude and Beng Huat See
Chapter 15 - Who are the teachers? A review of international studies Sarah
Ross
Chapter 16 - Investigating the surge in the number of students pursuing
postgraduate education in China, Jiayi Zhao
Conclusion
Chapter 17 The pipeline revisited: achievements and prospects, Stephen
Gorard and Nadia Siddiqui
Index
Stephen Gorard is Director of the Durham Evidence Centre for Education, Durham University, UK, and a fellow of the Academy of Social Sciences.
Nadia Siddiqui is Professor of Childhood Education Studies, Durham University Evidence Centre for Education, Durham University, UK, and a fellow of the Academy of Social Sciences.
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