Please enjoy our range of selected publications featuring examples of various quantitative methods and techniques. Names of current SEdS academics can be seen in bold.
2024
Pensiero, N., & Brede, M. (2024). An agent-based model of school tracking, accountability, and segregation. Journal of Simulation. (In press).
Pensiero, N., Elliott-Kelly, A. & Bokhove, C. (2024). Socio-economic differences in schoolwork during the COVID-19: a trend analysis of the 2020 and 2021 school closures in the UK. Longitudinal and Life Course Studies. (In Press)
2023
Galbraith, D., Peters, A., Hall, S.M., & Baaijen, V. (2023). Measuring discovery through writing. In, Horowitz, Rosalind (ed.) The Routledge International Handbook of Research on Writing. 2nd ed. Routledge. https://doi.org/10.4324/9780429437991
Greany, T., Cowhitt, T., & Downey, C. (2023). Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis. Journal of Educational Change, 25. https://doi.org/10.1007/s10833-023-09485-7
Groß Ophoff, J., Brown, C., & Helm, C. (2023). Do pupils at research informed schools actually perform better? Findings from a study at English Schools. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1011241
Ho, C. S. M., Chiu, M. M., & Choi, T.-H. (2023, April). Impacts of secondary school context and formal teaching on entrepreneurial attributes. Paper presented at 2023 Annual Meeting of American Educational Research Association: “Interrogating Consequential Education Research in Pursuit of Truth”, Chicago, USA. https://repository.eduhk.hk/en/publications/impacts-of-secondary-school-context-and-formal-teaching-on-entrep
Jones, I. & Davies, B. (2023). Comparative judgement in education research. International Journal of Research & Method in Education, 1-12, https://doi.org/10.1080/1743727X.2023.2242273
McIntyre, N.A. (2023). Access to online learning: Machine learning analysis from a social justice perspective. Educ Inf Technol 28, 3787–3832. https://doi.org/10.1007/s10639-022-11280-5
Pensiero, N., & Barone, C. (2023). Parental schooling, educational attainment, skills, and earnings: a trend analysis across 15 countries. Social Forces. https://doi.org/10.1093/sf/soad144
Tanswell, F., Davies, B., Jones, I. & Kinnear, G. (2023). Comparative Judgement for Experimental Philosophy: Assessing Ordinary Meaning in Vehicles in the Park Cases. Philosophical Psychology. https://doi.org/10.1080/09515089.2023.2263036
2022
Bokhove, C. (2022). Are instructional practices different between East and West? An analysis of Grade 8 TIMSS 2019 data. Asian Journal for Mathematics Education, 1(2), 221-241. https://doi.org/10.1177/27527263221109752
Bokhove, C. (2022). The role of analytical variability in secondary data replications: A replication of Kim et al.(2014). Educational Research and Evaluation, 27(1-2), 141-163. https://doi.org/10.1080/13803611.2021.2022319
Brown, C. & Groß Ophoff, J. (2022). Exploring effective approaches for stimulating ideas-engagement amongst adults in England: results from a randomised control trial, Emerald Open Research. https://doi.org/10.35241/emeraldopenres.14914.1
Brown, C., Groß Ophoff, J., Chadwick, K. & Parkinson, S. (2022). Achieving the ‘ideas-informed’ society: results from a Structural Equation Model using survey data from England, Emerald Open Research. https://doi.org/10.35241/emeraldopenres.14487.1
Hall, S., Baaijen, V.M. & Galbraith, D. (2022). Constructing theoretically informed measures of pause duration in experimentally manipulated writing. Reading and Writing. https://doi.org/10.1007/s11145-022-10284-4
Sammons, P., Sylva, K., Hall, J., Evangelou, M. & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: Exploring the ‘impact’, legacy and lessons learned from a national Evaluation of Children’s Centres in England. Oxford Review of Education, 49(1), 114-135. https://doi.org/10.1080/03054985.2022.2125371
2021
Bokhove, C., & Sims, S. (2021). Demonstrating the potential of text mining for analyzing school inspection reports: a sentiment analysis of 17,000 Ofsted documents. International Journal of Research & Method in Education, 44(4), 433-445. https://doi.org/10.1080/1743727X.2020.1819228
Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. Frontiers in Education: Assessment, Testing, and Applied Measurement, 6(581005), 222. http://doi.org/10.3389/feduc.2021.581005
Lewthwaite, S. (2021). Teaching computational statistics through active learning. (Case Studies in Research Methods Pedagogy). National Centre for Research MEthods. https://eprints.ncrm.ac.uk/id/eprint/4463
Lewthwaite, S. (2021). Teaching quantitative design methods through exposition (Case Studies in Research Methods Pedagogy) National Centre for Research Methods. http://eprints.ncrm.ac.uk/4406/
2020 and Before
Baaijen, V. M., & Galbraith, D. (2018). Discovery through writing: Relationships with writing processes and text quality. Cognition and Instruction. https://doi.org/10.1080/07370008.2018.14564
Bokhove, C., & Downey, C. (2018). Mapping changes in support: a longitudinal analysis of networks of pre-service mathematics and science teachers. Oxford Review of Education, 44(3), 383-402. https://doi.org/10.1080/03054985.2017.1400427
Brouwer, J., Downey, C., & Bokhove, C. (2020). The development of communication networks of pre-service teachers on a school-led and university-led programme of initial teacher education in England. International journal of educational research, 100, 101542. https://doi.org/10.1016/j.ijer.2020.101542
Coldwell, M., Greany, T., Higgins, S., Brown, C., Maxwell, B., Stiell, B., Stoll, L., Willis, B., & Burns, H. (2017). Evidence-informed teaching: an evaluation of progress in England. Research report. Project report. London, UK, Department for Education.
Davies, B., Alcock, L. & Jones, I. (2020). Comparative judgement, proof summaries and proof comprehension. Educational Studies in Mathematics. 105, 181–197. https://doi.org/10.1007/s10649-020-09984-x
Galbraith, D., & Baaijen, V. (2019). Aligning keystrokes with cognitive processes in writing. In, Lindgren, E. & Sullivan, K. (eds.) Observing Writing. Brill. https://doi.org/10.1163/9789004392526_015
Hall, J., Lindorff, A., & Sammons, P. (Eds.). (2020). International perspectives in educational effectiveness research. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-030-44810-3
Hall, J., & Malmberg, L-E. (2020). The contribution of Multilevel Structural Equation Modelling to contemporary trends in educational research. International Journal of Research & Method in Education, 43(4), 339-347. https://doi.org/10.1080/1743727X.2020.1796066
Hall, J., Malmberg, L-E., Lindorff, A., Baumann, N., & Sammons, P. (2020). Airbag Moderation: The definition and implementation of a new methodological model. International Journal of Research & Method in Education, 43(4), 379-394. https://doi.org/10.1080/1743727X.2020.1735334
Hall, J., Khalil, L., Kelly, A., & Galbraith, D. (2019). An upstream evaluation of the prototype coaching e-books that will form part of Oxford Reading Buddy: Findings from a Mixed Methods Randomized Control Trial. Oxford, UK: Oxford University Press.
McIntyre, N., Praetorius, A.K. & Klassen, R.M. (2017). Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking. Zeitschrift für Erziehungswissenschaft, 49-74. https://doi.org/10.1007/s11618-017-0729-3
Smith, G., Sylva, K., Smith, T., Sammons, P., & Hall, J. (2018). Counting numbers of Children’s Centres in the most disadvantaged areas in England and assessing their impact. Evidence submitted to the evidence-based early-years intervention inquiry of the Science and Technology Select Committee HC (2017-18). London, UK: The Stationary Office
