Boliver, V. (2019) Promoting fairer access to Scottish universities - how can this be achieved? CES Briefing No. 68.
Boliver, V., Gorard, S., Powell, M. and Moreira, T. (2020) The use of access thresholds to widen participation at Scottish universities, Scottish Affairs, 29, 1.
Boliver, V., Gorard, S. and Siddiqui, N. (2019). Using Contextualised Admissions to Widen Access to Higher Education: A Guide to the Evidence Base Research Briefing. DECE Research Briefing.
Boliver, V., Gorard, S. and Siddiqui, N. (2019). Using contextual data to widen access to higher education, Perspectives: Policy and Practice in Higher Education.
Boliver, V., Gorard, S. and Siddiqui, N. (2019) Widening participation in UK: The possibilities and the limits, pp.128-139 in Callender, C., Locke, W. and Marginson, S. (2019) The Future of Higher Education, London: Bloomsbury.
Brown, C. (2019) Using theories of action approach to measure impact in an intelligent way: a case study from Ontario Canada, Journal of Educational Change, early online access.
Brown, C. (2019) School/university partnerships: An English perspective, Die Deutsche Schule, 111. Jahrgang 2019, Heft 1, S. pp. 22–34.
Cain, T., Brindley, S., Brown, C., Jones, G. and Riga, F. (2019) Bounded decision-making, teachers’ reflection, and organisational learning: how research can inform teachers and teaching, British Educational Research Journal, 45, 5, pp. 1072–1087.
Demie, F. (2019) Educational Inequality: Closing the Gap. London: UCL IoE Press.
El Soufi, N. and 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.
Godfrey, D. and Brown, C. (2019) An Ecosystem for Research-Engaged Schools: Reforming Education Through Research. London: Routledge.
Gorard, S. (2019). Do people have a right to privately funded education? Politics Means Politics.
Gorard, S. (2019). Is pupil premium funding the answer to a worldwide problem? BERA Blog.
Gorard, S. (2019). Significance testing with incompletely randomised cases cannot possibly work, International Journal of Science and Research Methodology, 11, 2.
Gorard, S. and Siddiqui, N. (2019). How trajectories of disadvantage help explain school attainment, SAGE Open.
Gorard, S., Boliver, V., Siddiqui, N. and Banerjee, P. (2019). Which are the most suitable contextual indicators for use in widening participation to HE? Research Papers in Education, 34, 1, 99-129.
Gorard, S., Siddiqui, N. and See, B.H. (2019). The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England. DECE Research Briefing.
Gorard, S, Siddiqui, N. and See, B.H. (2019). The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England. Research Papers in Education.
Gorard, S., Siddiqui, N., See, B.H., Boliver, V. and Wardle, L. (2019). Let's make education fairer. BERA Research Intelligence, 140, 13-14.
Gray, H., Lyth, A., McKenna, C., Stothard, S., Tymms, P., & Copping, L. (2019). Sex differences in variability across nations in reading, mathematics and science: a meta-analytic extension of Baye and Monseur (2016). Large-scale Assessments in Education, 7(1), 2.
Higgins, S. (2019). Improving Learning: Meta-Analysis of Intervention Research in Education. Cambridge: CUP.
Malin, J. and Brown, C. (2019). The Role of Knowledge Brokers in Education: Connecting the Dots Between Research and Practice. London: Routledge.
Malin, J., Brown, C., and Saultz, A. (2019). What We Want, Why We Want It: K-12 Educators' Evidence Use to Support their Grant Proposals, International Journal of Education Policy and Leadership, 15, 3, pp. 1-19.
Major, L.E. & Higgins, S. (2019). What works? Research and evidence for successful teaching, London: Bloomsbury.
Rogers, S., Brown, C., and Poblete, X. (2019). A Systematic Review of the Evidence Base for Professional Learning in Early Years Education (the PLEYE Review), Review of Education, early online access.
See, B.H., Morris, R., Gorard, S. and Siddiqui, N. (2019). Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils’ attainment in maths, Educational Research and Evaluation.
See, B.H. and Gorard, S. (2019). Why don’t we have enough teachers?: A reconsideration of the available evidence, Research Papers in Education.
See, B.H., Gorard, S., Morris, R. and El Soufi, N. (2019). Attracting and retaining teachers in hard to staff areas: What does the evidence say? DECE Research Briefing.
Siddiqui, N. (2019). What Do We Know About Children's Access to School and Their Learning Outcomes in Pakistan? Analysis of the Risk Factors to Children's Proficiency in Literacy and Numeracy Assessments. Journal of International Development.
Siddiqui, N., Boliver, V. and Gorard, S. (2019). Assessing the reliability of longitudinal social surveys of access to higher education: the case of the Next Steps survey in England, Social Inclusion, 7, 1.
Siddiqui, N., Gorard, S. and See, B.H. (2019). Can learning beyond the classroom impact on social responsibility and attainment? An evaluation of the Children’s University youth social action programme, Studies in Educational Evaluation.
Siddiqui, S., Gorard, S. and See, B.H. (2019). Can programmes like Philosophy for Children help schools to look beyond academic attainment?, Educational Review, 71, 2, 146-165.
Styles, B. and Torgerson, C. (2019). Trials, tribulations and centenary celebrations. TES Magazine.
Torgerson, C., Brooks, G., Gascoine, L. and Higgins, S. (2019). Phonics: Reading policy and the evidence of effectiveness from a systematic 'tertiary' review. Research Papers in Education, 34, 2, 208-238.