Bøger af Stephen Gorard

In a new textbook designed for students new to statistics and social data, Gorard focuses on non-inferential statistics as a basis to provide readers with fundamental statistical literacy. Assuming no previous statistical knowledge, the author demystifies the subject in an engaging and approachable style.

A guide to how to improve education by the increased use of good research evidence. The largest evidence-base of its kind.

Supported by 20 years of extensive, international research, this approachable text brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.

Illustrates how numbers can be used successfully for research purposes - without you ever having to consider confidence intervals, probability densities, Gaussian distributions, or any of those complicated and generally useless things that appear in treatises on statistics. This guide is useful for educational and social science researchers.

Issues concerning the supply of teachers are of perennial concern to both policy-makers and researchers in the world of education. This study provides research findings and an iconoclastic treatment of issues relating to the recruitment, quality, training, and retention of teachers throughout the developed world.

This guide to quantitative research argues that the conventional distinction between primary and secondary research data is inadequate, since there is enormous need/opportunity for conducting research through using and reinterpreting secondary data.

This scheme builds on Gorard's previous book, "Quantitative Methods in Educational Research". He has revised the original book in the light of experience and feedback and reworked it so that it includes more social science examples and four entirely new chapters.

This book discusses the nature of design, design notation, a flexible approach to new designs, a range of standard design models, and tips for real-life problems - all in an easy to understand style, for those wanting to design research and make critical judgements about the designs of others

Based on the views of teenagers across Europe and in the Far East, this book argues that we need to reconsider how we judge schools and what they are for.

There are serious inequalities in participation in post-compulsory education and training related to socio-economic status, gender, ethnicity and other characteristics. Such inequalities are reproduced and exacerbated in higher education. This book is based on a review of research evidence that explores whether these social and familial patterns can be interrupted via educational and other interventions. The answer lies in taking a radically new lifelong approach, considering changes over time and examining earlier life factors that influence participation - such as family, peer-group and initial education. All these factors help to build the learning trajectory of individuals that leads them to consider HE as a possibility. The impressive results of this review of evidence make this book essential reading for practitioners and policy-makers concerned with widening participation, and for academics.

Outlines and evaluates the mixed methods for research in education and social sciences are being used. This book looks at combining different methods across and within studies, including complex interventions, Bayesian approaches, political arithmetic, triangulation, life histories and design studies.