Bandyopadhyaya, A., & Zelinsky, T. (in press). Perceived job opportunities and educational and migration aspirations among Ethiopian youth. Applied Economics Letters. https://doi.org/10.1080/13504851.2025.2532834

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

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

Daniel, J. (2025). Achievement Gaps for English Learners with Disabilities. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2024.102072

Daniel, J. (2025). The academic achievement gap between students with and without special educational needs and disabilities. European Journal of Special Needs Education, 40(3), 539–556. https://doi.org/10.1080/08856257.2024.2400771

Dasgupta, U., Mani, S., Vecci, J., & Zelinsky, T. (2025). Games of prejudice: Experiments with adolescents. Journal of Economic Behavior & Organization, 238, 107220. https://doi.org/10.1016/j.jebo.2025.107220

Gorard, S., Gao, Y., Tereshchenko, A., See, B.H., Siddiqui, N. & Demie, F. (2025). Investigating the impact of student-teacher ethnic congruence on school attainment outcomes: an international review. Cogent Education, 12(1), 2567735. https://doi.org/10.1080/2331186X.2025.2567735

Gorard, S., Siddiqui, N., See, B. H., & Gao, Y. (2025). Do School Exclusions and Attainment Outcomes Disproportionately Impact Minority Ethnic Pupils? Analysis of Pupil Characteristics, Segregation, and Outcomes in England. Education Sciences, 15(1), 6.

Gorard, S., Tereshchenko, A., Gao, Y., See, B. H., Siddiqui, N. & 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., Yang, F., Chen, W. & Siddiqui, N. (2025). How has poverty segregation between schools changed in England 1989 to 2024, and what drives it? British Journal of Sociology of Education. https://doi.org/10.1080/01425692.2025.2591307

Jurcisinova, 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/s41598-025-00997-1

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. https://doi.org/10.1007/s11482-025-10437-x

Ng, 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, et al. (Eds.), Malaysian housing affordability: Deciphering the black box (pp. 27–56). De Gruyter.

Siddiqui, N., & Gorard, S. (2025). Fifteen years of Pupil Premium policy in England. In Education Policy in England 2010–2024 (pp. 134-143). Routledge.

Wan, Y., Siddiqui, N., Wei, X., & Li, Z. (2025). Why and How Secondary Vocational Schools in China Help Students Progress to Higher Education? Social Inclusion, 13, Article 9786.

Zelinsky, T., & Mysikova, M. (in press). Reassessing poverty measurement in Europe using a cash-flow-informed residual-income framework. Economics Letters, Article 112786. https://doi.org/10.1016/j.econlet.2025.112786

Bauer, 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

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

Daniel, J., Clucas, L., & Wang, H-H. (2025). 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., 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

Dille, J., Capin, P., Daniel, J., et al. (2025). A synthesis of the effects of summer intervention on secondary students with or at risk of reading difficulties. Frontiers in Education. https://doi.org/10.3389/feduc.2025.1612484

Fitzfussell, N., Menzies, V., Eerola, P., Daniel, J., Burgoyne, K., Qi, X., & Cramman, H. (2025). Talk With Tales for Children (TWiTCH) programme: Pilot Evaluation Report. Education Endowment Foundation.

Grills, A., Vaughn, S., Roberts, Daniel, J., G. Bowmen, C., & Rich, D. (Accepted). The Reading Anxiety Scale for Children: Development and Psychometric Properties. School Psychology.

Hayes, S., & Vincent, K. (2025). The ‘London effect’: has it survived the Covid-19 pandemic? An analysis and a reflection on a response to the crisis from within the London education system. London Review of Education, 23(1).

Lu, B., Chen, F., See, B.H. and Ye, H. (submitted). Assessing institutional effectiveness in higher education: A comparison of Value-Added Models in higher education in China.

Siddiqui, N. and Gazmuri, C. (2025). What do longitudinal studies from Chile and China tell us about early childhood and cognitive abilities? International Journal of Educational Research Open, 9, 100530.

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

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.

Yang, F. & See, B.H. (2025). Evaluation of the impact of Accelerated Reader on English reading performance and behaviours in Chinese Primary Schools–A pilot study. Trends in Computer Science and Information Technology, 10(2), 047-057.

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

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

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. (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

Nguyen, D., See, B.H., Do, H., Kirezi, J.C., Pieck, L. and Peeraer, J. (2024). Impact evaluation study of a school leadership development programme in Rwanda: Inception report. VVOB – education for development.

Siddiqui, N. and Gorard, S. (2024). A survey of children’s learning attitudes and non-cognitive development in England and Pakistan. Educational Review, 77(6), 1699-1711.

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

Fan, K., See, B.H., Ledger, M., Morris, R. and Gorard, S. (in press). Rethinking Teacher Supply in Singapore and Its Lessons for Global Education Policy. British Journal of Education Studies.

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).

Klassen, R. M., Wang, H., Cutting, J., Thompson-Lee, S., Snell, R., See, B. H., & Saiger, M. J. (2025). Digital innovations in teacher Recruitment: An experimental study. Computers and Education, 239, 105450. https://doi.org/10.1016/j.compedu.2025.105450

Ledger, M., See, BH, Gorard, S. and Aslantas, I. (2025). Methodological challenges in researching teacher supply and teacher effectiveness. In Wyse et al. (Eds.), The BERA/SAGE Handbook of Research-Informed Education Practice and Policy (pp.450-476).

See, B. H., Gorard, S., El Soufi, N., Ledger, M., Morris, R., Maude, K., & Yang, F. (2025). Supporting Teachers’ Mental Well-Being: A Structured Review of Interventions. Nordic Journal of Systematic Reviews in Education, 3.

See, B. H., Tan, Y., Gorard, S., Morris, R., Ledger, M., & Yang, F. (2025). Understanding teacher supply, challenges, trends and implications: A case study of China. International Journal of Educational Studies, 8(3), 122-147.

Tereshchenko, A., Demie, F., Gorard. S., Gao, Y., See, BH and Siddiqui, N (2025). Making Teaching an Attractive Profession: What Are the Challenges and Opportunities for Minority Ethnic Teachers in England? British Educational Research Journal.

Thompson-Lee, S., See, B.H. and Klassen, R. (2025). A systematic review of STEM teacher recruitment and retention interventions. International Journal of STEM Education, 12, 33. https://doi.org/10.1186/s40594-025-00550-6

Gorard, S., Gao, Y., Siddiqui, N. and See, BH (2024). Why are ethnic minority teacher paid differently in England: 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

Nguyen, D., See, B. H., Brown, C., & Kokotsaki, D. (2024). Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice. Oxford Review of Education, 1-21. https://doi.org/10.1080/03054985.2024.2432635

See, B. H., Gorard, S., El Soufi, N., Ledger, M., Morris, R., Maude, K., & Ivarsson-Keng, N. (2024). A structured review of the potential role of school leaders in making teaching more attractive. Educational Review, 1-25. https://doi.org/10.1080/00131911.2024.2392565

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

Nguyen, D., See, B.H., Brown, C. and Kokotsaki, D. (2023). Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention. Education Endowment Foundation.

Chen, W. (2025). The Usefulness of Research Evidence for Improving Teaching: Insights from a Secondary Analysis of a Survey of Teachers. International Journal of Education and Research, 13(7).

Chen, W., & Gorard, S. (2025). Evaluation of Teachers’ Use of Research Evidence for Primary School Students’ Literacy Outcomes: A Randomised Controlled Trial in China. Studies in Educational Evaluation, 87, 101532.

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

Gorard, S. and Chen, W. (2025). How to assist research-informed education? International Journal of Research and Innovation in Social Science, 9/10, 4110-4124.

Gorard, S. and Chen, W. (2025). What is the evidence on research-informed education? In Wyse et al. (Eds.), The BERA/SAGE Handbook of Research-Informed Education Practice and Policy (pp.55-76).

Gorard, S., Siddiqui. N. and See, BH (2025). Helping to Raise Primary School Attainment in Disadvantaged Schools Through the Use of Evidence. International Journal of Research and Innovation in Social Science, 9(19), 4125-4139. https://doi.org/10.47772/IJRISS.2025.910000339

Sage Research Methods Video (2025). Research Design and Planning - Judging Trustworthiness of Results in Education Research: How to do it and why does it matter?

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.

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

Gorard, S. and Siddiqui, N. (Eds) (2024). An International Approach to Developing Early Career Researchers. Abingdon: Routledge.