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All Outputs (9)

Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial (2022)
Journal Article
Hodgen, J., Adkins, M., & Ainsworth, S. E. (2023). Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial. Cambridge Journal of Education, 53(2), 215-235. https://doi.org/10.1080/0305764X.2022.2093838

The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment.... Read More about Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial.

“Hot-headed” students? Scientific literacy, perceptions and awareness of climate change in 15-year olds across 54 countries (2020)
Journal Article
Oliver, M., & Adkins, M. (2020). “Hot-headed” students? Scientific literacy, perceptions and awareness of climate change in 15-year olds across 54 countries. Energy Research and Social Science, 70, Article 101641. https://doi.org/10.1016/j.erss.2020.101641

The growth in global climate protests by students challenge the status quo of policy makers and political leaders in mitigating the effects of climate change. These events suggest that young people are increasingly well-informed and aware of environm... Read More about “Hot-headed” students? Scientific literacy, perceptions and awareness of climate change in 15-year olds across 54 countries.

Pedagogical devices as children’s social care levers: A study of social care workers’ attitudes towards boarding schools to care for and educate children in need (2020)
Journal Article
Murphy, D., Oliver, M., Pourhabib, S., Adkins, M., & Hodgen, J. (2020). Pedagogical devices as children’s social care levers: A study of social care workers’ attitudes towards boarding schools to care for and educate children in need. British Educational Research Journal, 46(6), 1300-1320. https://doi.org/10.1002/berj.3633

It has been proposed that boarding schools in England can be used to provide a stable education and care environment for vulnerable children in need and the government is expanding their use. However, for vulnerable children to be placed in boarding... Read More about Pedagogical devices as children’s social care levers: A study of social care workers’ attitudes towards boarding schools to care for and educate children in need.

The mathematical backgrounds of undergraduates from England (2018)
Journal Article
Hodgen, J., Adkins, M., & Tomei, A. (2020). The mathematical backgrounds of undergraduates from England. Teaching Mathematics and its Applications, 39(1), 38–60. https://doi.org/10.1093/teamat/hry017

Participation in any kind of mathematical study during upper secondary education in England is significantly lower than in other educational systems. As a result, many English students enter university at age 18 or 19 having not studied mathematics f... Read More about The mathematical backgrounds of undergraduates from England.

Do advanced mathematics skills predict success in biology and chemistry degrees? (2017)
Journal Article
Adkins, M., & Noyes, A. (2018). Do advanced mathematics skills predict success in biology and chemistry degrees?. International Journal of Science and Mathematics Education, 16(3), 487-502. https://doi.org/10.1007/s10763-016-9794-y

The mathematical preparedness of science undergraduates has been a subject of debate for some time. This paper investigates the relationship between school mathematics attainment and degree outcomes in biology and chemistry across England, a much lar... Read More about Do advanced mathematics skills predict success in biology and chemistry degrees?.

Studying advanced mathematics in England: findings from a survey of student choices and attitudes (2016)
Journal Article
Noyes, A., & Adkins, M. (in press). Studying advanced mathematics in England: findings from a survey of student choices and attitudes. Research in Mathematics Education, 18(3), https://doi.org/10.1080/14794802.2016.1188139

The UK Government has set a goal that the ‘vast majority’ of students in England will be studying mathematics to 18 by the end of the decade. The policy levers for achieving this goal include new Core Maths qualifications, designed for over 200,000... Read More about Studying advanced mathematics in England: findings from a survey of student choices and attitudes.

The impact of research on policy: a case of qualifications reform (2016)
Journal Article
Noyes, A., & Adkins, M. The impact of research on policy: a case of qualifications reform. British Journal of Educational Studies, 64(4), https://doi.org/10.1080/00071005.2016.1159654

The relationship between research and policymaking has been discussed repeatedly. However, the debate tends to be in general, abstract terms or from a macro-economic perspective with any examples described in a fairly cursory way. Despite the inhere... Read More about The impact of research on policy: a case of qualifications reform.

Reassessing the economic value of advanced level mathematics (2016)
Journal Article
Adkins, M., & Noyes, A. (2016). Reassessing the economic value of advanced level mathematics. British Educational Research Journal, 42(1), 93-116. https://doi.org/10.1002/berj.3219

In the late 1990s, the economic return to Advanced level (A-level) mathematics was examined. The analysis was based upon a series of log-linear models of earnings in the 1958 National Child Development Survey (NCDS) and the National Survey of 1980 Gr... Read More about Reassessing the economic value of advanced level mathematics.

Reconsidering the rise in A-Level Mathematics participation (2016)
Journal Article
Noyes, A., & Adkins, M. (2016). Reconsidering the rise in A-Level Mathematics participation. Teaching Mathematics and its Applications, 35(1), 1-13. https://doi.org/10.1093/teamat/hrv016

There is growing support for making the study of mathematics to age 18 compulsory for all young people in England. This paper aims to inform this debate through new insights into historic A-level Mathematics participation trends. We analyse full-ye... Read More about Reconsidering the rise in A-Level Mathematics participation.