Collier, K. (2025).  Academic achievement of children with unilateral or mild bilateral hearing loss: A systematic review. Review of Education,  13, e70072. https://doi.org/10.1002/rev3.70072

Siddiqui, N., Gorard, S., Bulsari, S., See, BH, Dixon, P., Saeed, S., Hamza, S. and Pandya, K. (2025) School matters, How much does school matter for children’s cognitive and non-cognitive learning? Findings from a natural experiment in Pakistan and India, British Educational Research Journal, 10.1002/berj.4147

Gorard, S., Siddiqui, N., See, BH and Gao, Y. (2025) Do school exclusions and attainment outcomes disproportionately impact pupils from ethnic origins? Analysis of pupil characteristics, segregation, and outcomes in England, Education Sciences, 15, 1, https://t.co/AuMni3GkuL

Siddiqui, N. and Gorard, S. (2024) A survey of children’s learning attitudes and non-cognitive development in England and Pakistan, Educational Review, Full article: A survey of children’s learning and non-cognitive attitudes in England and Pakistan (tandfonline.com)

Siddiqui, N., Gorard, S., See, BH and Gazmuri, C. (2024) An evaluation of Code Club, Raspberry Pi Foundation, An evaluation of Code Club (worktribe.com)

Gorard, S. and Siddiqui, N. (2024) A report on the impact of RAAC closure on the exam cohorts of St Leonard’s Catholic School, County Durham, DECE, A report on the impact of RAAC closure on the exam cohorts of St Leonard’s Catholic School, County Durham (worktribe.com)

Daniel, J., Misquitta, R., & Nelson, S. (2025). A Comparative Analysis of Preservice Teachers’ Knowledge of Reading Instruction and Their Confidence in Supporting Struggling Readers: A Study of India and England. Education Sciences, 15(4), 442. https://doi.org/10.3390/educsci15040442

Daniel, J. (2025). Achievement gaps for English learners with disabilities. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2024.102072

Daniel, J. (2024). The academic achievement gap between students with and without special educational needs and disabilities. European Journal of Special Needs Education, 1–18. https://doi.org/10.1080/08856257.2024.2400771

Daniel, J., Clucas, L., & Wang, H-H. (2024). Identifying students with dyslexia. Exploration of current assessment methods. Annals of Dyslexia, 75, 19–41. https://doi.org/10.1007/s11881-024-00313-y

Daniel, J., Clucas, L., Wenqing, C., Collier, K., & Moss, J. (2024). Translational science in the science of reading. A case study. British Journal of Special Education, 51(4), 416-425. https://doi.org/10.1111/1467-8578.12548

Daniel, J., Barth, A., & Ankrum, E. (2024). Multicomponent reading intervention: A practitioner's guide. The Reading Teacher, 77(4), 473-484. https://doi.org/10.1002/trtr.2265

Lu, B., Dai, B., See, B. H., Shao, X., & Hu, X. (2024). Do academically selective school systems strengthen the link between students’ family backgrounds and the likelihood of higher education participation?. Educational Review, 1-21, doi: 10.1080/00131911.2024.2302117 

Cao, G., & Huo, G. (2025) Reassessing Urban-Rural Education Disparities: Evidence from England. Educational Studies, https://doi.org/10.1080/03055698.2025.2478831

Jurcisinova, V., Zelinsky, T., & Hudec, O. (2025). The urban paradox and rural appeal: Subjective well-being across diverse European living environments. Applied Research in Quality of Life. Advance online publication. https://doi.org/10.1007/s11482-025-10437-xJurcisinova, V., Ng, J. W. J., Forbes, C. S., & Zelinsky, T. (2025). The mediating role of financial well-being in the relationship between housing affordability and mental health. Scientific Reports, 15, 16388. https://doi.org/10.1038/s41598-025-00997-1Ng, J. W. J., Forbes, C. S., & Zelinsky, T., Looi, C. H. (2025). Beyond the 30% threshold: Introducing a subjective indicator for measuring housing affordability in Malaysia. In S. Vaithilingam, M. Nair, H. Q. Yeng, & J. W. J. Ng (Eds.), Malaysian housing affordability: Deciphering the black box (pp. 27–56). De Gruyter. https://doi.org/10.1515/9783111252520-003Bauer, M., Cahlikova, J., Celik Katreniak, D., Chytilova, J., Cingl, L., & Zelinsky, T. (2024). Nastiness in groups. Journal of the European Economic Association, 22(5), 2075–2107. https://doi.org/10.1093/jeea/jvad072

Siddiqui, N., Gorard, S., See, BH and Gazmuri, C. (2024) An evaluation of Code Club, Raspberry Pi Foundation, An evaluation of Code Club (worktribe.com)

Gorard, S. and Siddiqui, N. (2024) A report on the impact of RAAC closure on the exam cohorts of St Leonard’s Catholic School, County Durham, DECE, A report on the impact of RAAC closure on the exam cohorts of St Leonard’s Catholic School, County Durham (worktribe.com)

Morris, R., Gorard, S., See, B. H. and Siddiqui, N. (2024). Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention. Oxford Review of Education, 50(4), 552–569. https://doi.org/10.1080/03054985.2023.2258779

Yang, F. (2025). Is Accelerated Reader (an online reading platform) effective in improving students’ reading performance and reading behaviours? A review of international evidence. Manuscript under revision for publication in Review of Education.

Ledger, M., See, BH, Gorard, S. and Aslantas, I. (2025) Methodological challenges in researching teacher supply and teacher effectiveness, Chapter 2, pp.450-476 in Wyse, D., Baumfield, V., Mockler, N and Reardon, M. (Eds.) The BERA/SAGE Handbook of Research-Informed Education Practice and Policy

Gorard, S., Gao, Y., See, BH, Tereshchenko, A., Siddiqui, N. and Demie, F. (2025) What helps to attract minority ethnic teachers in England?: Results from a national survey, Review of Education Studies, 5, 1, RES-V5N1-p50.pdf

See, BH, Gorard, S., El Soufi, N., Ledger, M., Morris, R., Maude, K., Ivarsson-Keng, N. (2025) Supporting teachers’ mental wellbeing: a structured review of interventions: A structured review of interventions, International Journal of Wellbeing, forthcoming

Gorard, S., Tereshchenko, A., Gao, Y., See, BH, Siddiqui, N. and Demie, F. (2025) The impact of student:teacher ethnic congruence on student treatment and relationships at school: an international review of evidence, Review of Education Studies, 5, 1, https://doi.org/10.71002/res.v5n1p9

Gorard, S., Gao, Y., Siddiqui, N. and See, BH (2024) Why are ethnic minority teacher paid differently in Englnd: a preliminary analysis of the School Workforce Census, International Journal of Research and Innovation in Social Science, https://dx.doi.org/10.47772/IJRISS.2024.803318S

Gorard, S., Ledger, M., See, BH and Morris, R. (2024) What are the key predictors of international teacher shortages?, Research Papers in Education, 10.1080/02671522.2024.2414427

See, BH, Gorard, S., Gao, Y.Y., Hitt, L., Demie, F., Tereshchenko. A., Siddiqui,, N. & El Soufi, N. (2024). Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators? Review of Education. http://dx.doi.org/10.1002/rev3.70005

See, BH, Gorard, S., el Soufi, N., Ledger, M., Morris, R., Maude, K., Ivarsson-Keng, N. (2024) How can we make teaching more attractive?: A systematic review of the role of school leaders, Educational Review, https://doi.org/10.1080/00131911.2024.2392565

See, BH, Gorard, S., Ledger, M., Maude, K., el Soufi, N. and Morris, R. (2024) Effective leadership practices and teacher well-being, Impact, 20, 6-9

Gorard, S. and Chen, W. (2025) What is the evidence on research-informed education?, Chapter 2, pp.55-76 in Wyse, D., Baumfield, V., Mockler, N and Reardon, M. (Eds.) The BERA/SAGE Handbook of Research-Informed Education Practice and Policy

Gorard, S. and Siddiqui, N. (Eds) (2024) An International Approach to Developing Early Career Researchers, Abingdon: Routledge, ISBN 978-1-032-59280-0 (hardback), 978-1-032-59520-7] (paperback), 978-1-003-45506-6 (e-book)

Smith, E., Gorard, S., Morris, R., Perry, T. and Pilgrim-Brown, J. (2025) Then and now: Twenty years of Education research methods use in the UK, British Educational Research Journal, Then and now: Twenty years of education research methods use in the United Kingdom - Smith - British Educational Research Journal - Wiley Online Library

Gorard, S. (2025) Difficulties in making claims to social scientific knowledge, Research in Social Sciences, Difficulties in Making Claims to Knowledge in Social Science

Gorard, S. (2024) Judging the relative trustworthiness of research results: how to do it and why it matters, Review of Education, 12, 1, https://doi.org/10.1002/rev3.3448