Offers a solutions-focused approach to tackling disadvantage in schools. Based on evidence from large-scale research that includes analysis of the National Pupil Database for England 2006-2021, fieldworld in India and Pakistan and international studies. Provides a working definition of educational disadvantage that is relevant across different international contexts.

This book presents the doctoral dissertation process as not just a way of getting a qualification or even a method of learning how to do research better, but as a substantial and significant piece of research in its own right. The book will inspire current and prospective PhD scholars to take up ambitious and large-scale study projects, dedicating this most important time to a worthy piece of research. This edited collection provides real and outstanding examples of multiple research design methodologies which will allow doctoral researchers to develop a wide set of research skills, leading to the development of a high-quality academic thesis from which peer reviewed research papers and books can emerge. Each main chapter presents the summary of a doctoral thesis, followed by focused aspects from the projects where the contributors highlight the development of a research design, the process involved in executing the design, and present selected findings with their implications. Each chapter concludes with the researchers' experiences of learning through this journey and the implications of the process for the development of the discipline and their own career. Ideal reading for doctoral students and supervisors, this book is a source of encouragement and motivation for new researchers seeking to challenge general perceptions in the social sciences that PhD or other doctoral research projects must be small-scale rather trivial studies, but can instead produce robust findings that have real-world implications.

Offers a solutions-focused approach to tackling disadvantage in schools. Based on evidence from large-scale research that includes analysis of the National Pupil Database for England 2006-2021, fieldworld in India and Pakistan and international studies. Provides a working definition of educational disadvantage that is relevant across different international contexts.

This book presents the doctoral dissertation process as not just a way of getting a qualification or even a method of learning how to do research better, but as a substantial and significant piece of research in its own right. The book will inspire current and prospective PhD scholars to take up ambitious and large-scale study projects, dedicating this most important time to a worthy piece of research. This edited collection provides real and outstanding examples of multiple research design methodologies which will allow doctoral researchers to develop a wide set of research skills, leading to the development of a high-quality academic thesis from which peer reviewed research papers and books can emerge. Each main chapter presents the summary of a doctoral thesis, followed by focused aspects from the projects where the contributors highlight the development of a research design, the process involved in executing the design, and present selected findings with their implications. Each chapter concludes with the researchers' experiences of learning through this journey and the implications of the process for the development of the discipline and their own career. Ideal reading for doctoral students and supervisors, this book is a source of encouragement and motivation for new researchers seeking to challenge general perceptions in the social sciences that PhD or other doctoral research projects must be small-scale rather trivial studies, but can instead produce robust findings that have real-world implications.

In a new textbook designed for students new to statistics and social data, Stephen Gorard focuses on non-inferential statistics as a basis to ensure students have basic statistical literacy.  Understanding why we have to learn statistics and seeing the links between the numbers and real life is a crucial starting point. Using engaging, friendly, approachable language this book will demystify numbers from the outset, explaining exactly how they can be used as tools to understand the relationships between variables.  This text assumes no previous mathematical or statistical knowledge, taking the reader through each basic technique with step-by-step advice, worked examples, and exercises. Using non-inferential techniques, students learn the foundations that underpin all statistical analysis and will learn from the ground up how to produce theoretically and empirically informed statistical results.

Worldwide, there has been considerable progress in the quality of research evidence generated for use in education, but not the equivalent growth in knowledge of how best to get this evidence into actual use. Yet with far-reaching implications, all of education is damaged when persuasive but poor-quality evidence has widespread influence, or good research lies unused. Focused on the work of the Durham University Evidence Centre for Education, Getting Evidence into Education addresses this problem, examining what can be done to improve the take-up of suitable research evidence and inform the public service of education. Containing a variety of case studies, from evidence-based policies for early childhood education in Brazil, to the use of evidence on contextualized admissions to Scottish universities, the volume explores a variety of different ways to approach the problem, addressing the questions: What is the existing evidence on different approaches to getting research evidence into use? What are the factors which influence the uptake of high-quality research evidence by policy or practice? Which are the most effective pathways for evidence-into-use in particular contexts? Considering both the practical and ethical implications, the book builds towards key recommendations for the research community, practitioner bodies and policy-makers and advisors, directing them on how to communicate better with each other for the benefit of everyone.

Governments, local authorities, school leaders, and teachers all over the world want to improve the educational attainment and participation of all students, and to minimise any systematic differences in outcomes for social and economic groups. A particular concern is for those students from backgrounds that may objectively disadvantage them at school and beyond. However, considerable effort and money is currently being wasted on policies, practices and interventions that have very little hope of success, and that may indeed endanger the progress that is being made otherwise. The poor quality of much education research evidence, coupled with an unwillingness among users of evidence to discriminate appropriately between what we know and do not know, means that opportunities are being missed. At a time of reduced public spending it is important that proposed interventions are both effective and efficient. Overcoming Disadvantage in Education is unique in the way that it: Shows where the solutions to underachievement and poverty lie combines primary(new), secondary (official) and published (review) evidence distinguishes between those possible causes of underachievement that are largely fixed for individuals, and those that are modifiable. There are evidence-informed ways forward in handling under-achievement and increasing social justice in education. This book shows which the more likely approaches are, and where further work could yield further benefits. This book will be a key text for students, developing academic researchers and supervisors in the social sciences, and for those research users charged with improving educational outcomes.

First published in 1997, this study examines the trend towards markets in UK schools, with a particular focus on fee-paying schools in South Wales, by outlining the varied economic and political arguments both for and against increased parental choice and exploring parents' real reasons for using fee-paying schools. Stephen Gorard destroys the cosy myth that fee-paying schools are large, successful, charitable institutions catering chiefly for a select group of privileged families. Instead, he reveals them as typically privately owned, coeducational and with fewer than a hundred pupils, based in a poorly-converted residential site with few facilities. It is the first book which allows children's voices to be heard fully in the context of debates on the choice of a new school. Gorard has gathered the voices of parents and children via observation, interview and survey, comparing them directly and revealing stark differences in the perception of each generation.

First published in 1997, this study examines the trend towards markets in UK schools, with a particular focus on fee-paying schools in South Wales, by outlining the varied economic and political arguments both for and against increased parental choice and exploring parents' real reasons for using fee-paying schools. Stephen Gorard destroys the cosy myth that fee-paying schools are large, successful, charitable institutions catering chiefly for a select group of privileged families. Instead, he reveals them as typically privately owned, coeducational and with fewer than a hundred pupils, based in a poorly-converted residential site with few facilities. It is the first book which allows children's voices to be heard fully in the context of debates on the choice of a new school. Gorard has gathered the voices of parents and children via observation, interview and survey, comparing them directly and revealing stark differences in the perception of each generation.

Learning with technology is viewed globally as crucial to establishing a skilled workforce and empowering citizens by offering opportunities to those who would be otherwise excluded. Governments around the world have therefore set targets and developed policies to help all adults learn, work and live with the support of information and communications technologies (ICTs).
This illuminating and engaging book sheds light on the ways in which adults in the 21st century interact with ICTs for learning at home, work and within the wider community. Based on one of the first large-scale academic research projects in this area, the authors present their rich and detailed findings to generate practical recommendations for the use of new technology in a learning society, inviting debate on:
* why ICTs are believed to be capable of affecting positive change in adult learning;
* the drawbacks and limits of ICT in adult education;
* what makes a lifelong learner;
* what people use ICT for in the home, work and community;
* the wider social, economic, cultural and political realities of the information age and the learning society.
"Adult Learning in the Digital Age "addresses key questions and provides a sound empirical foundation to the existing debate, highlighting the 'messy' realities of the learning society and 'e-learning' rhetoric, and telling the story of those who are excluded from the learning society, and offering a set of powerful and stark recommendations for practitioners, policy-makers, and politicians, as well as researchers and students.

Choice and selection are now cornerstones of education policies wherever these have been shaped by market economics. Now, as never before, schools can face uncertain futures, because their survival is determined by external factors such as admission policies and parental preferences. Because of the link between schooling, and housing and other public sector services, the implications of increasing choice extends well beyond education.
Schools, Markets and Choice Policies brings together the findings of the most comprehensive research ever conducted into choice in secondary education, and provides in-depth context, analysis and discussion. In assessing the impact of choice policies not only upon the education system itself, but also upon wider society, it provides valuable insights into economic and social segregation.
A groundbreaking contribution to the debate on the role of choice and market economies in education, this book will be essential reading for anyone involved in determining or implementing education policy at all levels.

The Trials of Evidence-based Education explores the promise, limitations and achievements of evidence-based policy and practice, as the attention of funders moves from a sole focus on attainment outcomes to political concern about character-building and wider educational impacts. Providing a detailed look at the pros, cons and areas for improvement in evidence-based policy and practice, this book includes consideration of the following: What is involved in a robust evaluation for education. The issues in conducting trials and how to assess the trustworthiness of research findings. New methods for the design, conduct, analysis and use of evidence from trials and examining their implications. What policy-makers, head teachers and practitioners can learn from the evidence to inform practice. In this well-structured and thoughtful text, the results and implications of over 20 studies conducted by the authors are combined with a much larger number of studies from their systematic reviews, and the implications are spelled out for the research community, policy-makers, schools wanting to run their own evaluations, and for practitioners using evidence.

Worldwide, there has been considerable progress in the quality of research evidence generated for use in education, but not the equivalent growth in knowledge of how best to get this evidence into actual use. Yet with far-reaching implications, all of education is damaged when persuasive but poor-quality evidence has widespread influence, or good research lies unused. Focused on the work of the Durham University Evidence Centre for Education, Getting Evidence into Education addresses this problem, examining what can be done to improve the take-up of suitable research evidence and inform the public service of education. Containing a variety of case studies, from evidence-based policies for early childhood education in Brazil, to the use of evidence on contextualized admissions to Scottish universities, the volume explores a variety of different ways to approach the problem, addressing the questions: What is the existing evidence on different approaches to getting research evidence into use? What are the factors which influence the uptake of high-quality research evidence by policy or practice? Which are the most effective pathways for evidence-into-use in particular contexts? Considering both the practical and ethical implications, the book builds towards key recommendations for the research community, practitioner bodies and policy-makers and advisors, directing them on how to communicate better with each other for the benefit of everyone.

Governments, local authorities, school leaders, and teachers all over the world want to improve the educational attainment and participation of all students, and to minimise any systematic differences in outcomes for social and economic groups. A particular concern is for those students from backgrounds that may objectively disadvantage them at school and beyond. However, considerable effort and money is currently being wasted on policies, practices and interventions that have very little hope of success, and that may indeed endanger the progress that is being made otherwise. The poor quality of much education research evidence, coupled with an unwillingness among users of evidence to discriminate appropriately between what we know and do not know, means that opportunities are being missed. At a time of reduced public spending it is important that proposed interventions are both effective and efficient. Overcoming Disadvantage in Education is unique in the way that it: Shows where the solutions to underachievement and poverty lie combines primary(new), secondary (official) and published (review) evidence distinguishes between those possible causes of underachievement that are largely fixed for individuals, and those that are modifiable. There are evidence-informed ways forward in handling under-achievement and increasing social justice in education. This book shows which the more likely approaches are, and where further work could yield further benefits. This book will be a key text for students, developing academic researchers and supervisors in the social sciences, and for those research users charged with improving educational outcomes.

Lifelong learning is a key government strategy - both in the UK and internationally - to promote economic growth and combat social exclusion. This book presents a highly innovative study of participation in lifelong learning and the problems which need to be overcome if lifelong learning policies are to be successful. It: provides a systematic analysis, based on innovative empirical research, of the social and economic realities which actually determine patterns of participation in lifelong learning; shows what the factors are that shape people's participation, or their decision not to participate; offers new insights into the processes of lifelong learning, which have important implications for the development of more effective policies "Creating a learning society?" is a stimulating read for lifelong learning practitioners, as well as policy makers and researchers in this field.

"Based on the views of teenagers across Europe and in the Far East, this book argues that we need to reconsider how we judge schools and what they are for. It shows that the treatment of pupils in schools makes more difference to teenagers views on society, and on what it means to be fair, than it does to differences in attainment"--Provided by publisher.

Learning with technology is viewed globally as crucial to establishing a skilled workforce and empowering citizens by offering opportunities to those who would be otherwise excluded. Governments around the world have therefore set targets and developed policies to help all adults learn, work and live with the support of information and communications technologies (ICTs).
This illuminating and engaging book sheds light on the ways in which adults in the 21st century interact with ICTs for learning at home, work and within the wider community. Based on one of the first large-scale academic research projects in this area, the authors present their rich and detailed findings to generate practical recommendations for the use of new technology in a learning society, inviting debate on:
* why ICTs are believed to be capable of affecting positive change in adult learning;
* the drawbacks and limits of ICT in adult education;
* what makes a lifelong learner;
* what people use ICT for in the home, work and community;
* the wider social, economic, cultural and political realities of the information age and the learning society.
"Adult Learning in the Digital Age "addresses key questions and provides a sound empirical foundation to the existing debate, highlighting the 'messy' realities of the learning society and 'e-learning' rhetoric, and telling the story of those who are excluded from the learning society, and offering a set of powerful and stark recommendations for practitioners, policy-makers, and politicians, as well as researchers and students.

The Trials of Evidence-based Education explores the promise, limitations and achievements of evidence-based policy and practice, as the attention of funders moves from a sole focus on attainment outcomes to political concern about character-building and wider educational impacts. Providing a detailed look at the pros, cons and areas for improvement in evidence-based policy and practice, this book includes consideration of the following: What is involved in a robust evaluation for education. The issues in conducting trials and how to assess the trustworthiness of research findings. New methods for the design, conduct, analysis and use of evidence from trials and examining their implications. What policy-makers, head teachers and practitioners can learn from the evidence to inform practice. In this well-structured and thoughtful text, the results and implications of over 20 studies conducted by the authors are combined with a much larger number of studies from their systematic reviews, and the implications are spelled out for the research community, policy-makers, schools wanting to run their own evaluations, and for practitioners using evidence.

Supported by 20 years of extensive, international research, this approachable text brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.

Supported by 20 years of extensive, international research, this approachable text brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.

In a new textbook designed for students new to statistics and social data, Stephen Gorard focuses on non-inferential statistics as a basis to ensure students have basic statistical literacy. Understanding why we have to learn statistics and seeing the links between the numbers and real life is a crucial starting point. Using engaging, friendly, approachable language this book will demystify numbers from the outset, explaining exactly how they can be used as tools to understand the relationships between variables. This text assumes no previous mathematical or statistical knowledge, taking the reader through each basic technique with step-by-step advice, worked examples, and exercises. Using non-inferential techniques, students learn the foundations that underpin all statistical analysis and will learn from the ground up how to produce theoretically and empirically informed statistical results.

Based on the views of teenagers across Europe and in the Far East, this book argues that we need to reconsider how we judge schools and what they are for. It shows that the treatment of pupils in schools makes more difference to teenagers' views on society, and on what it means to be fair, than it does to differences in attainment.

"This excellent book promises much and delivers a whole lot more. It provides a description of the practicalities of combining evidence from a variety of data collection modes in order to enrich our responses to educational research questions. This is achieved with thoroughness and clarity and even some wit. There are outstanding teaching materials here.... This is the best book on educational research methods published in this country for decades." Professor Charles Desforges, University of Exeter "In this timely and important contribution, Stephen Gorard and Chris Taylor help us move beyond the wasteful schism of 'qualitative versus quantitative' research by offering sound basic theorising and extensive practical illustration of the combining of research methods... I see their book as essential reading for anyone concerned for effective educational and social research." Professor Peter Tomlinson, University of LeedsThere is growing interest in the possibilities of combining research approaches in education and social sciences, as dissatisfaction mounts with the limitations of traditional mono-method studies and with the schism between quantitative and qualitative methods. This book argues the case for combining multiple research methods, and provides much-needed practical guidance for researchers who want to use this mixed-methods approach. The authors believe that all research has an over-arching logic and that, within this, the fruitful combination of quantitative and qualitative methods is possible. They develop the idea of the 'new' education and social researcher, for whom the combination of approaches is a representation of a diverse skills base, rather than a matter of ideological or theoretical allegiance.The book outlines and evaluates methods that are currently used, and looks at combining different methods across and within studies, including complex interventions, Bayesian approaches, new political arithmetic, triangulation, life histories and design studies. It offers a radical, new and very simple way of working with numbers.Drawing on examples across the social sciences, this book is key reading for undergraduate and postgraduate students in Education and social science courses with a research element, as well as academics and professionals undertaking research projects.

The Information Age offers a critical examination of the challenges a newly-devolved Wales faces in reinventing itself as a confident and competitive 'e-nation'. The development and exploitation of technology has long been at the core of Welsh economic and social life and has assumed even greater significance over the last few decades with the emergence of new information and communication technologies. Neil Selwyn and Stephen Gorard suggest that small countries will lose out if they fail to adopt appropriate strategies for lifelong learning and combat the danger of a 'digital divide'. At the same time, their extensive empirical research offers early indications of the likely shortcomings of relying on technology alone to promote knowledge and social inclusion. Wales faces major structural, economic and socio-cultural challenges. None of these will be overcome by relying solely on 'technical fixes'.

A guide to how to improve education by the increased use of good research evidence. The largest evidence-base of its kind.