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  1. Stephen Gorard (2012). The Increasing Availability of Official Datasets: Methods, Limitations and Opportunities for Studies of Education. British Journal of Educational Studies 60 (1):77 - 92.
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  2. Emma Smith & Stephen Gorard (2011). Is There a Shortage of Scientists? A Re-Analysis of Supply for the Uk. British Journal of Educational Studies 59 (2):159 - 177.
    Despite a recent economic downturn, there is considerable political and industry pressure to retain or even increase the number of scientists in the UK and other developed countries. Claims are made that the supply of scientists (including engineers and mathematicians) is crucial to the economy and the health of the nation, and a large number of initiatives have been funded to address the problem. We consider these claims in light of a re-analysis of existing figures from 1986 to 2009, for (...)
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  3. Stephen Gorard (2010). Education Can Compensate for Society – a Bit. British Journal of Educational Studies 58 (1):47 - 65.
    In this paper I reflect on the findings of a number of loosely related research projects undertaken with colleagues over the last ten years. Their common theme is equity, in formal education and beyond, in wider family and social settings, and with inequity expressedas the stratification of a variety of educational outcomes. The projects are based on a standard mixture of pre-existing records, official documents, large-scale surveys, observations, interviews and focus groups. The numeric data were largely used to create biographical (...)
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  4. Stephen Gorard, David Gough, Marilyn Osborn & Gillian Hampden‐Thompson (2008). Review Symposium: Educational Research and Evidence‐Based Practice ‐ Edited by Martyn Hammersley. British Journal of Educational Studies 56 (3):340-348.
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  5. Stephen Gorard (2007). Educational Attainment and Society ‐ by Nigel Kettley. British Journal of Educational Studies 55 (2):220-221.
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  6. Stephen Gorard (2006). Yet Another Perspective: A Response to Connolly. British Journal of Educational Studies 54 (4):471 - 475.
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  7. Ian Davies, Stephen Gorard & Nick McGuinn (2005). Citizenship Education and Character Education: Similarities and Contrasts. British Journal of Educational Studies 53 (3):341 - 358.
    We suggest that there is a need for those who seek to explore issues associated with the implementation of citizenship education in England to clarify its specific nature. This can be done, at least in part, through a process of comparison. To that end we review some of the connections and disjunctions between 'character education' and 'citizenship education'. We argue, drawing from US and UK literature but focusing our attention on contexts and issues in England, that there are indeed some (...)
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  8. Stephen Gorard (2005). Revisiting a 90-Year-Old Debate: The Advantages of the Mean Deviation. British Journal of Educational Studies 53 (4):417 - 430.
    This paper discusses the reliance of numerical analysis on the concept of the standard deviation, and its close relative the variance. It suggests that the original reasons why the standard deviation concept has permeated traditional statistics are no longer clearly valid, if they ever were. The absolute mean deviation, it is argued here, has many advantages over the standard deviation. It is more efficient as an estimate of a population parameter in the real-life situation where the data contain tiny errors, (...)
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  9. Stephen Gorard (2004). The British Educational Research Association and the Future of Educational Research. Educational Studies 30 (1):65-76.
    This paper considers the role of the British Educational Research Association (BERA) in promoting the improvement of UK research over the past 27 years. The views of some BERA representatives, as expressed at Conferences, in occasional publications and particularly in the pages of Research Intelligence, suggest a certain complacency. These representatives have devoted considerable effort to defending the existing quality of research, arguing for greater funding, and explaining how it is that educational research is so much more difficult than in (...)
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  10. Stephen Gorard (2003). In Defence of a Middle Way: A Reply to Plewis and Fielding. British Journal of Educational Studies 51 (4):420 - 426.
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  11. Stephen Gorard (2003). What Is Multi-Level Modelling For? British Journal of Educational Studies 51 (1):46 - 63.
    This paper is intended to be a consideration of the role of multi-level modelling in educational research. It is not a guide on how to design or perform such an analysis. There are several references in the text to sources that teach the practicalities perfectly well, and the technique is anyway similar to other forms of regression and to analysis of variance. Rather, the paper describes what multi-level modelling is, why it is used, and what its limitations are. It does (...)
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  12. Stephen Gorard (2002). Political Control: A Way Forward for Educational Research? British Journal of Educational Studies 50 (3):378 - 389.
    Educational research in the UK has for some time been criticised in terms of both its relevance and its quality. Indeed, these issues of relevance and quality have been presented by some critics as linked with each other. One way forward that has been suggested is greater political (and thereby user and practitioner) control of research and its funding. This would presumably ensure the immediate practical relevance of future work, encourage flexibility of approach, and remove some responsibility from the 'dead-hand' (...)
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  13. Stephen Gorard (1999). Keeping a Sense of Proportion: The 'Politician's Error' in Analysing School Outcomes. British Journal of Educational Studies 47 (3):235 - 246.
    This paper describes a recurring error in standard analyses of educational performance. This simple but important oversight leads to the misrepresentation of trends over time with potentially dangerous results for both policy and further research. Once corrected, educational performance becomes much brighter than the picture that is commonly portrayed.
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