Stephen Gorard

Stephen A. C. Gorard is a British academic who specialises in the sociology of education. He is Professor of Education and Public Policy at Durham University.[1][2]

Captain Stephen Gorard
Born
Captain Stephen A. C. Gorard
Alma materUniversity of Wales, Cardiff (PhD)
Scientific career
FieldsSociology of education
InstitutionsDurham University
University of Birmingham
ThesisSchool choice in an established market : families and fee-paying schools in South Wales. (1996)
Websitewww.dur.ac.uk/education/staff/profile/?id=11539

Education

Gorard was educated at Cardiff University where he was awarded a PhD in 1996 for research into independent and private (fee-paying) schools in Wales.[3]

Career and research

Gorard started his academic career in 1997, having been a secondary school teacher and leader, adult educator, computer analyst, and PhD student at Cardiff. He is Professor of Education and Well-being, and Fellow of the Wolfson Research Institute at Durham University, and Honorary Professorial Fellow at the University of Birmingham.

His research has been funded by bodies including the Economic and Social Research Council (ESRC), Joseph Rowntree Foundation, Brookings Institution, Higher Education Funding Council for England (HEFCE), Qualifications and Curriculum Development Agency (QCA), the Welsh Assembly, and the Education Endowment Foundation (EEF).

Gorard has given written and verbal evidence to various parliamentary select committees. He has contributed regularly to the Times Educational Supplement. Gorard has been granted the title of Academician/Fellow by the Academy of Social Sciences. The British Educational Research Association (BERA) has included his work as one of the landmark studies that have had a significant impact on British educational policy and teaching practices.[4] He has also been a member of the ESRC Grant Assessment Panel for Education, and is a Fellow of the Royal Society of Arts.[5]

Publications

His publications in books and journals include:

  • Gorard, S. (2018) Education policy: Evidence of equity and effectiveness, Bristol: Policy Press, ISBN 978-1447342151, 224 pages
  • Gorard, S., See, BH and Siddiqui, N. (2017) The trials of evidence-based education, London: Routledge, ISBN 9781138209664, 200 pages
  • Gorard, S. and See, BH. (2013) Overcoming disadvantage in education, London: Routledge, ISBN 978-0415536899, 224 pages
  • Gorard, S. (2013) Research Design: Robust approaches for the social sciences, London:SAGE, ISBN 978-1446249024, 218 pages
  • Gorard, S. and Smith, E. (2010) Equity in Education: an international comparison of pupil perspectives, London: Palgrave, ISBN 978-0-230-23025-5, 256 pages
  • Gorard, S. (2008, Ed.) Quantitative research in education: Volumes 1 to 3, London: Sage, ISBN 978-1-84787-327-9, 1264 pages
  • Gorard, S., with Adnett, N., May, H., Slack, K., Smith, E. and Thomas, L. (2007) Overcoming barriers to HE, Stoke-on-Trent: Trentham Books, ISBN 978-1-85856-414-2 (paperback), 190 pages
  • Gorard, S., See, BH., Smith, E. and White, P. (2006) Teacher supply: the key issues, London: Continuum, ISBN 0-8264-8770-X (hardback), 194 pages
  • Gorard, S. (2006) Using everyday numbers effectively in research: Not a book about statistics, London: Continuum, ISBN 0-8264-8830-7 (paperback), 94 pages
  • Selwyn, N., Gorard, S. and Furlong, J. (2006) Adult learning in the digital age, London: RoutledgeFalmer, ISBN 0-415-35699-7 (paperback), ISBN 0-415-35698-9 (hardback), 229 pages
  • Gorard, S., with Taylor, C. (2004) Combining methods in educational and social research, London: Open University Press, ISBN 0-335-21307-3 (paperback), ISBN 0-335-21308-1 (hardback), 198 pages
  • Gorard, S., Taylor, C. and Fitz, J. (2003) Schools, Markets and Choice Policies, London: RoutledgeFalmer, ISBN 0-415-30423-7 (paperback), ISBN 0-415-30422-9 (hardback), 226 pages
  • Gorard, S. (2003) Quantitative methods in social science: the role of numbers made easy, London: Continuum, ISBN 0-8264-6586-2 (paperback), ISBN 0-8264-6587-0 (hardback), 252 pages
  • Gorard, S. and Rees, G. (2002) Creating a learning society?, Bristol: Policy Press, ISBN 1-86134-286-1 (paperback), ISBN 1-86134-393-0 (hardback), 192 pages
  • Gorard, S. and Selwyn, N. (2002) Information Technology, New York: McGraw Hill, ISBN 0-07-139667-5, 112 pages
  • Selwyn, N. and Gorard, S. (2002) The information age: technology, learning and social exclusion in Wales, Cardiff: University of Wales Press, ISBN 0-7083-1708-1, 226 pages
  • Gorard, S. (2001) Quantitative Methods in Educational Research: The role of numbers made easy, London: Continuum, ISBN 0-8264-5307-4 (paperback), ISBN 0-8264-5306-6 (hardback), 200 pages
  • Gorard, S. and Selwyn, N. (2001) Information Technology, London: Hodder and Stoughton, ISBN 0-340-80437-8, 104 pages
  • Gorard, S. (2000) Education and Social Justice, Cardiff: University of Wales Press, ISBN 0-7083-1619-0, 242 pages
  • Gorard, S. (1997) School Choice in an Established Market, Aldershot: Ashgate, ISBN 1-84014-106-9, 271 pages
  • Gorard, S. and Siddiqui, N. (2018) Grammar schools in England: a new analysis of social segregation and academic outcomes, British Journal of Sociology of Education, 39, 7, 909-924, https://doi.org/10.1080/01425692.2018.1443432
  • Gorard, S. (2018) Do we really need Confidence Intervals in the new statistics?, International Journal of Social Research Methodology, https://www.tandfonline.com/doi/full/10.1080/13645579.2018.1525064
  • Gorard, S., Boliver, V., Siddiqui, N. and Banerjee, P. (2017) Which are the most suitable contextual indicators for use in widening participation to HE?, Research Papers in Education,http://www.tandfonline.com/doi/pdf/10.1080/02671522.2017.1402083?needAccess=true
  • Gorard, S., Siddiqui, N. and See, BH (2017) Can ‘Philosophy for Children’ improve primary school attainment, Journal of Philosophy of Education, http://onlinelibrary.wiley.com/doi/10.1111/1467-9752.12227/abstract
  • See, BH, Gorard, S. and Siddiqui, N. (2017) Can explicit teaching of knowledge improve reading attainment?: An evaluation of the core knowledge curriculum, British Educational Research Journal, 43, 2, 372–393, DOI: 10.1002/berj.3278
  • Gorard, S., See, BH and Siddiqui, N. (2017) What works and what fails? Evidence from seven popular literacy catch-up schemes for the transition to secondary school in England, Research Papers in Education, 32, 5 https://dx.doi.org/10.1080/02671522.2016.1225811
  • Gorard, S. (2017) How prepared do newly-qualified teachers feel? Differences between routes and settings, Journal of Education for Teaching, 43, 1, 3-19, https://dx.doi.org/10.1080/02607476.2016.122070
  • See, BH and Gorard, S. (2015) "The role of parents in young people’s education - a causal study", Oxford Review of Education, 41, 3
  • Gorard, S., Siddiqui, N. and See, BH (2014) "An evaluation of the 'Switch-on reading' literacy catch-up programme", British Educational Research Journal, doi:10.1002/berj.3157
  • Gorard, S. (2014) "A proposal for judging the trustworthiness of research findings", Radical Statistics, 110, 47-60
  • Gorard, S. (2014) "Introducing the mean absolute deviation 'effect' size", International Journal Research and Methods in Education, 107, 4
  • Gorard, S. (2014) "The link between Academies in England, pupil outcomes and local patterns of socio-economic segregation between schools", Research Papers in Education, 29, 3, 268-284
  • Gorard, S. (2014) "The widespread abuse of statistics by researchers: what is the problem and what is the ethical way forward?", Psychology of Education Review, 38, 1, 3-10
  • Gorard, S., Hordosy, R. and See, BH. (2013) "Narrowing the determinants of segregation between schools 1996-2011", Journal of School Choice, 7, 2, 182-195
  • Gorard, S. (2013) "What difference do teachers make? A consideration of the wider outcomes of schooling", Irish Educational Studies, 32, 1, 69-82
  • Gorard, S. (2012) "Who is eligible for free school meals?: Characterising FSM as a measure of disadvantage in England", British Educational Research Journal, 38, 6, 1003-1017
  • Smith, E. and Gorard, S. (2012) "'Teachers are kind to those who have good marks': a study of Japanese young peoples' views of fairness and equity in schools", Compare, 42, 1, 27-46
  • Gorard, S. (2012) "The increasing availability of official datasets: methods, opportunities, and limitations for studies of education", British Journal of Educational Studies, 60, 1, 77-92
  • Khan, M. and Gorard, S. (2012) "A randomised controlled trial of the use of a piece of commercial software for the acquisition of reading skills", Educational Review, 64, 1, 21-36
  • Gorard, Stephen; Siddiqui, Nadia (2018). "Grammar schools in England: a new analysis of social segregation and academic outcomes" (PDF). British Journal of Sociology of Education. 39 (7): 909–924. doi:10.1080/01425692.2018.1443432. ISSN 0142-5692.

References
  1. "Professor Stephen Gorard". School of Education. Durham University. Retrieved 8 September 2016.
  2. "Stephen Gorard". The Conversation.
  3. Gorard, Stephen A. C. (1996). School choice in an established market : families and fee-paying schools in South Wales. copac.jisc.ac.uk (PhD thesis). University of Wales. EThOS uk.bl.ethos.364340.
  4. "40@40 – A portrait of 40 years of educational research through 40 studies". BERA. Retrieved 8 April 2016.
  5. "Staff Profile". Durham University. Retrieved 8 April 2016.
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