| Philosophy for Children: Evaluation Report and Executive Summary. S Gorard, N Siddiqui, BH See Education Endowment Foundation, 2015 | 197 | 2015 |
| The trials of evidence-based education: The promises, opportunities and problems of trials in education S Gorard, BH See, N Siddiqui Routledge, 2017 | 123 | 2017 |
| Grammar schools in England: a new analysis of social segregation and academic outcomes S Gorard, N Siddiqui British Journal of Sociology of Education 39 (7), 909-924, 2018 | 112 | 2018 |
| Can ‘Philosophy for Children’improve primary school attainment? S Gorard, N Siddiqui, BH See Journal of Philosophy of Education 51 (1), 5-22, 2017 | 86 | 2017 |
| Which are the most suitable contextual indicators for use in widening participation to HE? S Gorard, V Boliver, N Siddiqui, P Banerjee Research Papers in Education 34 (1), 99-129, 2019 | 78 | 2019 |
| Can programmes like Philosophy for Children help schools to look beyond academic attainment? N Siddiqui, S Gorard, BH See Educational review 71 (2), 146-165, 2019 | 71 | 2019 |
| Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase N Siddiqui, S Gorard, BH See Educational Review 68 (2), 139-154, 2016 | 65 | 2016 |
| Teachers’ use of research evidence in practice: A pilot study of feedback to enhance learning BH See, S Gorard, N Siddiqui Educational Research 58 (1), 56-72, 2016 | 65 | 2016 |
| What is the evidence on the best way to get evidence into use in education? S Gorard, BH See, N Siddiqui Review of Education 8 (2), 570-610, 2020 | 64 | 2020 |
| Non-cognitive impacts of philosophy for children N Siddiqui, S Gorard, BH See School of Education, Durham University, 2017 | 61 | 2017 |
| Will the use of contextual indicators make UK higher education admissions fairer? V Boliver, S Gorard, N Siddiqui Education Sciences 5 (4), 306-322, 2015 | 54 | 2015 |
| Socio-economic segregation of disadvantaged children between schools in Pakistan: comparing the state and private sector N Siddiqui Educational Studies 43 (4), 391-409, 2017 | 52 | 2017 |
| The importance of process evaluation for randomised control trials in education N Siddiqui, S Gorard, BH See Educational Research 60 (3), 357-370, 2018 | 49 | 2018 |
| A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education N Siddiqui, OM Ventista International Journal of Educational Research 90, 117-132, 2018 | 48 | 2018 |
| Comparing government and private schools in Pakistan: The way forward for universal education N Siddiqui, S Gorard International Journal of Educational Research 82, 159-169, 2017 | 47 | 2017 |
| How trajectories of disadvantage help explain school attainment S Gorard, N Siddiqui Sage Open 9 (1), 2158244018825171, 2019 | 46 | 2019 |
| Using contextual data to widen access to higher education V Boliver, S Gorard, N Siddiqui Perspectives: Policy and Practice in Higher Education 25 (1), 7-13, 2021 | 45 | 2021 |
| How Unstable Are" School Effects" Assessed by a Value-Added Technique?. S Gorad, R Hordosy, N Siddiqui International Education Studies 6 (1), 1-9, 2013 | 45 | 2013 |
| The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England S Gorard, N Siddiqui, BH See Research Papers in Education 36 (3), 355-379, 2021 | 38 | 2021 |
| Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme N Siddiqui, S Gorard, BH See Studies in Educational Evaluation 61, 74-82, 2019 | 38 | 2019 |
Stephen GorardDurham UniversityVerified email at durham.ac.uk
