Steve Strand
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View article: Physical activity predicts <scp>task‐related</scp> behaviour, affect and tiredness in the primary school classroom: A <scp>within‐person</scp> experiment
Physical activity predicts <span>task‐related</span> behaviour, affect and tiredness in the primary school classroom: A <span>within‐person</span> experiment Open
Aim We investigated the dose–response relationship between acute physical activity (PA) intensity during physical education (PE) lessons (dose), and task behaviour and learning experiences in the classroom after PE (response), and mediatio…
View article: Individual Differences in the Effects of Physical Activity on Classroom Behaviour
Individual Differences in the Effects of Physical Activity on Classroom Behaviour Open
Background: Promoting physical activity (PA) in children is associated with a wide range of desired outcomes. With children increasingly not meeting recommended levels of activity, the school setting offers many opportunities to improve th…
View article: Children in care in education: Who is entered for exams and who reaches critical thresholds of success at age 16?
Children in care in education: Who is entered for exams and who reaches critical thresholds of success at age 16? Open
Being entered for exams and reaching key educational thresholds, for example 5 A* to C grades (including English and Mathematics) at GCSE, are important markers of participation and success in secondary education. However, little is known …
View article: Ethnic Disproportionality in the Identification of High-Incidence Special Educational Needs: A National Longitudinal Study Ages 5 to 11
Ethnic Disproportionality in the Identification of High-Incidence Special Educational Needs: A National Longitudinal Study Ages 5 to 11 Open
We used pupil-level data from the National Pupil Database in England to conduct a longitudinal analysis of the identification of moderate learning difficulties (MLD) and social, emotional, and mental health difficulties (SEMH) among 550,00…
View article: Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL)
Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL) Open
We compared two tools that have been used to capture the linguistic heterogeneity and achievement of students in England: the exposure-based distinction between English as an additional language (EAL) and monolingual learners, and the 2017…
View article: Children in care in school: who is entered for exams and who reaches critical thresholds of success at age 16?
Children in care in school: who is entered for exams and who reaches critical thresholds of success at age 16? Open
Background Being entered for exams and reaching key educational thresholds, for example five A* to C (including English and Mathematics) at GCSE, are important markers of participation and success in secondary education. However, little is…
View article: The education of children in care and children in need: Who falls behind and when?
The education of children in care and children in need: Who falls behind and when? Open
We seek to explain the development of the educational gap between children in “out‐of‐home care” (CLA), children deemed in social need (CIN), and other pupils. A cohort of 642,805 pupils aged 16 in 2013 was used to chart the educational pr…
View article: Written evidence submitted to the Timpson review on school exclusions
Written evidence submitted to the Timpson review on school exclusions Open
Written evidence submitted in May 2018 to the England Department For Education (DFE) Timpson review on school exclusions.
View article: English as an Additional Language, proficiency in English and pupils' educational achievement: An analysis of Local Authority data
English as an Additional Language, proficiency in English and pupils' educational achievement: An analysis of Local Authority data Open
The research analysed the January 2017 School Census data of a large and representative sample of more than 140,000 pupils aged 5-16 years attending 1,569 schools in six Local Authorities across England. The focus was on the relationship b…
View article: Children with Language Impairment: Prevalence, Associated Difficulties, and Ethnic Disproportionality in an English Population
Children with Language Impairment: Prevalence, Associated Difficulties, and Ethnic Disproportionality in an English Population Open
Language impairment (LI) is one of the most common types of special educational needs (SENs), not only as a child’s primary need but also as a secondary domain associated with other types of SENs. LI is a risk factor for children’s later d…
View article: Context and Implications Document for: Do some schools narrow the gap? Differential school effectiveness revisited
Context and Implications Document for: Do some schools narrow the gap? Differential school effectiveness revisited Open
This guide accompanies the following article: Steve Strand. Do some schools narrow the gap? Differential school effectiveness revisited. Review of Education , DOI: 10.1002/rev3.3054
View article: English as an Additional Language (EAL) and educational achievement in England: An analysis of the National Pupil Database
English as an Additional Language (EAL) and educational achievement in England: An analysis of the National Pupil Database Open
The project was commissioned by three charitable groups – the Education Endowment Foundation (EEF), Unbound Philanthropy and The Bell Foundation – to analyse the evidence from national data in England on the achievement of students with En…