Steve Strand
Biographic Data
| ID | 3655170 |
|---|---|
| NAME | Steve Strand |
| GIVEN NAMES | Steve |
| FAMILY NAME | Strand |
| SIGNATURE | STRAND S |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0002-4316-7228 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 206 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Specific Learning Difficulties
This study investigates disparities in the identification of specific learning difficulties (SpLD) in England. We estimated multilevel logistic regression models on National Pupil Database records for approximately 540,000 Year 6 students across 14,800 schools. Student-level predictors included academic performance in reading and math, gender, English as an additional language (EAL) status, mobility status, and individual economic deprivation ind…
Achievement motivation amongst Rwandan students. A mixed-method study of its cognitive-affective structure and associations with school grades
Socio-economic inequality and education
Inequality in education has always been a central theme of the Oxford Review of Education. The very first issue of the journal, in March 1975, directly addressed the issue of ‘Equality and educatio
Foreword to the fiftieth volume
The very first issue of the Oxford Review of Education opened with this statement of intent from one of the Editors, Alan Bullock: Education has come to play so large and important a part in societ
Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL)
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 2017–2018 five level teacher rating of proficiency in English (from “New to English” to “Fluent”). Based on a nationally representative sample of 140,000 students aged 5 to 16 years, we assessed the explanatory powe…
Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom
AimWe 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 mediation effects of acute PA on-task behaviour via learning experiences.MethodA total of 78 children (Mage = 9.30 years; 43 females) took part. Participants reported learning experiences (tiredness, positive and negativ…
Individual Differences in the Effects of Physical Activity on Classroom Behaviour
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 this. Increasing children’s on-task behaviour is of particular importance to teachers, and while it has previously been suggested that PA can improve classroom behaviour, a consensus on the dose-response relations…
Children in care in education
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 about the prevalence and make‐up of children in care reaching these thresholds. Using secondary data analysis, we compared the proportions of children in care, children ‘in need’ and children in the general popu…
The education of children in care and children in need
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 progress of the full cohort, the CLA ( n = 6,236), the CIN in 2012 or 2013 but not CLA ( n = 20,384), and a sample individually matched with the CLA ( n = 11,084). At age 7, attainment of the CLA and CIN was appro…
Ethnicity, gender, social class and achievement gaps at age 16
Perhaps the most prevailing inequalities in educational achievement in England are those associated with socio-economic status (SES), ethnicity and gender. However, little research has sought to compare the relative size of these gaps or to explore interactions between these factors. This paper analyses the educational achievement at age 11, 14 and 16 of over 15,000 students from the nationally representative longitudinal study of young people in…
Evaluation of the national roll-out of parenting programmes across England
Evidence-based parenting programmes can be rolled out effectively in community settings on a national scale. This study also demonstrates the impact of research on shaping government policy
Tapestry and the aesthetics of theatre in education as dialogic encounter and civil exchange
This article is based upon research into a participatory Theatre in Education (TiE) programme that toured the West Midlands in 2009, funded by the UK's PREVENT initiative intended to counter the radicalisation of young British nationals by extremist political groups. The article provides a summary of the TiE programme and then presents quantitative data to demonstrate its success in terms of its ability to both provoke and entertain the young aud…
The Parenting Early Intervention Programme in England, 2006–2011; a classed experience
Family policy was a key component of the ‘New’ Labour government's family, social and education policy, and a wide range of family focused initiatives and interventions designed to ‘support’ families and improve individual, family and social outcomes were introduced. The post‐May 2010 coalition government's family policy exhibits key elements of policy continuity. There have been strong, class‐based critiques of this approach to social policy, wh…
The White British‐Black Caribbean achievement gap
A recent analysis of the Longitudinal Study of Young People in England (LSYPE) indicates a White British–Black Caribbean achievement gap at age 14 which cannot be accounted for by socio‐economic variables or a wide range of contextual factors. This article uses the LSYPE to analyse patterns of entry to the different tiers of national mathematics and science tests at age 14. Each tier gives access to a limited range of outcomes with the highest te…
A comparison of the effectiveness of three parenting programmes in improving parenting skills, parent mental-well being and children's behaviour when implemented on a large scale in community settings…
Evidence-based parenting programmes can be implemented successfully on a large scale in community settings despite the lack of concentrated and sustained support available during a controlled trial
The limits of social class in explaining ethnic gaps in educational attainment
This paper reports an analysis of the educational attainment and progress between age 11 and age 14 of over 14,500 students from the nationally representative Longitudinal Study of Young People in England. The mean attainment gap in national tests at age 14 between White British and several ethnic minority groups was large, more than three times the size of the gender gap, but at the same time only about one‐third of the size of the social class …
Educational aspirations in inner city schools
This research aimed to assess the nature and level of pupils’ educational aspirations and to elucidate the factors that influence these aspirations. A sample of five inner city comprehensive secondary schools were selected by their local authority because of poor pupil attendance, below‐average examination results and low rates of continuing in full‐time education after the age of 16. Schools were all ethnically mixed and coeducational. Over 800 …
Intelligence and educational achievement
Longitudinal patterns of behaviour problems in children with specific speech and language difficulties
Background. The purpose of this study was to examine the stability of behavioural, emotional and social difficulties (BESD) in children with specific speech and language difficulties (SSLD), and the relationship between BESD and the language ability.Method. A sample of children with SSLD were assessed for BESD at ages 8, 10 and 12 years by both teachers and parents. Language abilities were assessed at 8 and 10 years.Results. High levels of BESD w…
Comparing the predictive validity of reasoning tests and national end of Key Stage 2 tests
This article describes a longitudinal analysis of a nationally representative cohort of over 80,000 pupils in England who completed both national end of Key Stage 2 (KS2) tests and the Cognitive Abilities Test (CAT) at age 11 in 1997, national end of Key Stage 3 (KS3) tests at age 14 in summer 2000 and General Certificate of Secondary Education (GCSE) and other public examinations at age 16 in summer 2002. The CAT had significantly higher correla…
Pupil mobility, attainment and progress in primary school
This article presents an analysis of the association between pupil mobility and educational attainment in the 2002 national end of Key Stage 2 (KS2) tests for 11‐year‐old pupils in an inner London education authority. The results show that pupil mobility is strongly associated with low attainment in the end of key stage tests. However, the negative association with pupil mobility is reduced by half when account is taken of other pupil background …
Sex differences in Cognitive Abilities Test scores
BACKGROUND AND AIMS: There is uncertainty about the extent or even existence of sex differences in the mean and variability of reasoning test scores ( Jensen, 1998; Lynn, 1994, ; Mackintosh, 1996). This paper analyses the Cognitive Abilities Test (CAT) scores of a large and representative sample of UK pupils to determine the extent of any sex differences. SAMPLE: A nationally representative UK sample of over 320,000 school pupils aged 11-12 years…
Consistency in reasoning test scores over time
Background: UK schools have a long history of using reasoning tests, most frequently of Verbal Reasoning (VR), Non-Verbal Reasoning (NVR), and to a lesser extent Quantitative Reasoning (QR). Results are used for identifying students' learning needs, for grouping students, for identifying underachievement, and for providing indicators of future academic performance. Despite this widespread use there are little empirical data on the long-term consi…
Pupil Mobility, Attainment and Progress During Key Stage 1
This article explores the association between pupil mobility and attainment in national end of Key Stage 1 (KS1) tests for over 6000 pupils in an English urban education authority. The results indicate that pupil mobility during the early years is associated with significantly lower levels of pupil attainment in reading, writing and mathematics tests at age 7. However, mobile pupils are more likely than stable pupils to be entitled to free school…
Ethnic Group, Sex and Economic Disadvantage
Very few studies have explored the associations between ethnic group, sex, economic disadvantage and school attended on pupils’ progress during their earliest years at school (age 4‐7). The present study reports an analysis of the educational progress made by over 5000 pupils between Baseline assessment at age 4 and national end of Key Stage 1 (KS1) tests at age 7. There were marked differences in pupil attainment associated with ethnic group, se…
The limits of social class in explaining ethnic gaps in educational attainment
This paper reports an analysis of the educational attainment and progress between age 11 and age 14 of over 14,500 students from the nationally representative Longitudinal Study of Young People in England. The mean attainment gap in national tests at age 14 between White British and several ethnic minority groups was large, more than three times the size of the gender gap, but at the same time only about one‐third of the size of the social class …
Ethnicity, gender, social class and achievement gaps at age 16
Perhaps the most prevailing inequalities in educational achievement in England are those associated with socio-economic status (SES), ethnicity and gender. However, little research has sought to compare the relative size of these gaps or to explore interactions between these factors. This paper analyses the educational achievement at age 11, 14 and 16 of over 15,000 students from the nationally representative longitudinal study of young people in…
The White British‐Black Caribbean achievement gap
A recent analysis of the Longitudinal Study of Young People in England (LSYPE) indicates a White British–Black Caribbean achievement gap at age 14 which cannot be accounted for by socio‐economic variables or a wide range of contextual factors. This article uses the LSYPE to analyse patterns of entry to the different tiers of national mathematics and science tests at age 14. Each tier gives access to a limited range of outcomes with the highest te…
Pupil Progress during Key Stage 1
Pupils in Wandsworth schools who completed baseline assessment at the start of reception class in 1992/93 were tracked through to their National Curriculum (NC) end of Key Stage 1 (KS1) assessments in 1995. Baseline results were used to assess the educational progress of pupils between the age of 4 and 7 years, and the ‘value added’ by schools. Girls made more progress than boys during KS1, increasing the size of the gender gap in attainment. Pup…
Ethnic Group, Sex and Economic Disadvantage
Very few studies have explored the associations between ethnic group, sex, economic disadvantage and school attended on pupils’ progress during their earliest years at school (age 4‐7). The present study reports an analysis of the educational progress made by over 5000 pupils between Baseline assessment at age 4 and national end of Key Stage 1 (KS1) tests at age 7. There were marked differences in pupil attainment associated with ethnic group, se…
Pupil mobility, attainment and progress in primary school
This article presents an analysis of the association between pupil mobility and educational attainment in the 2002 national end of Key Stage 2 (KS2) tests for 11‐year‐old pupils in an inner London education authority. The results show that pupil mobility is strongly associated with low attainment in the end of key stage tests. However, the negative association with pupil mobility is reduced by half when account is taken of other pupil background …
Sex differences in Cognitive Abilities Test scores
BACKGROUND AND AIMS: There is uncertainty about the extent or even existence of sex differences in the mean and variability of reasoning test scores ( Jensen, 1998; Lynn, 1994, ; Mackintosh, 1996). This paper analyses the Cognitive Abilities Test (CAT) scores of a large and representative sample of UK pupils to determine the extent of any sex differences. SAMPLE: A nationally representative UK sample of over 320,000 school pupils aged 11-12 years…
Longitudinal patterns of behaviour problems in children with specific speech and language difficulties
Background. The purpose of this study was to examine the stability of behavioural, emotional and social difficulties (BESD) in children with specific speech and language difficulties (SSLD), and the relationship between BESD and the language ability.Method. A sample of children with SSLD were assessed for BESD at ages 8, 10 and 12 years by both teachers and parents. Language abilities were assessed at 8 and 10 years.Results. High levels of BESD w…
Pupil Mobility, Attainment and Progress During Key Stage 1
This article explores the association between pupil mobility and attainment in national end of Key Stage 1 (KS1) tests for over 6000 pupils in an English urban education authority. The results indicate that pupil mobility during the early years is associated with significantly lower levels of pupil attainment in reading, writing and mathematics tests at age 7. However, mobile pupils are more likely than stable pupils to be entitled to free school…
The education of children in care and children in need
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 progress of the full cohort, the CLA ( n = 6,236), the CIN in 2012 or 2013 but not CLA ( n = 20,384), and a sample individually matched with the CLA ( n = 11,084). At age 7, attainment of the CLA and CIN was appro…
The Parenting Early Intervention Programme in England, 2006–2011; a classed experience
Family policy was a key component of the ‘New’ Labour government's family, social and education policy, and a wide range of family focused initiatives and interventions designed to ‘support’ families and improve individual, family and social outcomes were introduced. The post‐May 2010 coalition government's family policy exhibits key elements of policy continuity. There have been strong, class‐based critiques of this approach to social policy, wh…
Comparing the predictive validity of reasoning tests and national end of Key Stage 2 tests
This article describes a longitudinal analysis of a nationally representative cohort of over 80,000 pupils in England who completed both national end of Key Stage 2 (KS2) tests and the Cognitive Abilities Test (CAT) at age 11 in 1997, national end of Key Stage 3 (KS3) tests at age 14 in summer 2000 and General Certificate of Secondary Education (GCSE) and other public examinations at age 16 in summer 2002. The CAT had significantly higher correla…
Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom
AimWe 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 mediation effects of acute PA on-task behaviour via learning experiences.MethodA total of 78 children (Mage = 9.30 years; 43 females) took part. Participants reported learning experiences (tiredness, positive and negativ…
Consistency in reasoning test scores over time
Background: UK schools have a long history of using reasoning tests, most frequently of Verbal Reasoning (VR), Non-Verbal Reasoning (NVR), and to a lesser extent Quantitative Reasoning (QR). Results are used for identifying students' learning needs, for grouping students, for identifying underachievement, and for providing indicators of future academic performance. Despite this widespread use there are little empirical data on the long-term consi…
Children in care in education
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 about the prevalence and make‐up of children in care reaching these thresholds. Using secondary data analysis, we compared the proportions of children in care, children ‘in need’ and children in the general popu…
Pupil Progress during Key Stage 1
Pupils in Wandsworth schools who completed baseline assessment at the start of reception class in 1992/93 were tracked through to their National Curriculum (NC) end of Key Stage 1 (KS1) assessments in 1995. Baseline results were used to assess the educational progress of pupils between the age of 4 and 7 years, and the ‘value added’ by schools. Girls made more progress than boys during KS1, increasing the size of the gender gap in attainment. Pup…
Ethnic Group, Sex and Economic Disadvantage
Very few studies have explored the associations between ethnic group, sex, economic disadvantage and school attended on pupils’ progress during their earliest years at school (age 4‐7). The present study reports an analysis of the educational progress made by over 5000 pupils between Baseline assessment at age 4 and national end of Key Stage 1 (KS1) tests at age 7. There were marked differences in pupil attainment associated with ethnic group, se…
Pupil Mobility, Attainment and Progress During Key Stage 1
This article explores the association between pupil mobility and attainment in national end of Key Stage 1 (KS1) tests for over 6000 pupils in an English urban education authority. The results indicate that pupil mobility during the early years is associated with significantly lower levels of pupil attainment in reading, writing and mathematics tests at age 7. However, mobile pupils are more likely than stable pupils to be entitled to free school…
Consistency in reasoning test scores over time
Background: UK schools have a long history of using reasoning tests, most frequently of Verbal Reasoning (VR), Non-Verbal Reasoning (NVR), and to a lesser extent Quantitative Reasoning (QR). Results are used for identifying students' learning needs, for grouping students, for identifying underachievement, and for providing indicators of future academic performance. Despite this widespread use there are little empirical data on the long-term consi…
Comparing the predictive validity of reasoning tests and national end of Key Stage 2 tests
This article describes a longitudinal analysis of a nationally representative cohort of over 80,000 pupils in England who completed both national end of Key Stage 2 (KS2) tests and the Cognitive Abilities Test (CAT) at age 11 in 1997, national end of Key Stage 3 (KS3) tests at age 14 in summer 2000 and General Certificate of Secondary Education (GCSE) and other public examinations at age 16 in summer 2002. The CAT had significantly higher correla…
Pupil mobility, attainment and progress in primary school
This article presents an analysis of the association between pupil mobility and educational attainment in the 2002 national end of Key Stage 2 (KS2) tests for 11‐year‐old pupils in an inner London education authority. The results show that pupil mobility is strongly associated with low attainment in the end of key stage tests. However, the negative association with pupil mobility is reduced by half when account is taken of other pupil background …
Sex differences in Cognitive Abilities Test scores
BACKGROUND AND AIMS: There is uncertainty about the extent or even existence of sex differences in the mean and variability of reasoning test scores ( Jensen, 1998; Lynn, 1994, ; Mackintosh, 1996). This paper analyses the Cognitive Abilities Test (CAT) scores of a large and representative sample of UK pupils to determine the extent of any sex differences. SAMPLE: A nationally representative UK sample of over 320,000 school pupils aged 11-12 years…
Intelligence and educational achievement
Longitudinal patterns of behaviour problems in children with specific speech and language difficulties
Background. The purpose of this study was to examine the stability of behavioural, emotional and social difficulties (BESD) in children with specific speech and language difficulties (SSLD), and the relationship between BESD and the language ability.Method. A sample of children with SSLD were assessed for BESD at ages 8, 10 and 12 years by both teachers and parents. Language abilities were assessed at 8 and 10 years.Results. High levels of BESD w…
Educational aspirations in inner city schools
This research aimed to assess the nature and level of pupils’ educational aspirations and to elucidate the factors that influence these aspirations. A sample of five inner city comprehensive secondary schools were selected by their local authority because of poor pupil attendance, below‐average examination results and low rates of continuing in full‐time education after the age of 16. Schools were all ethnically mixed and coeducational. Over 800 …
A comparison of the effectiveness of three parenting programmes in improving parenting skills, parent mental-well being and children's behaviour when implemented on a large scale in community settings…
Evidence-based parenting programmes can be implemented successfully on a large scale in community settings despite the lack of concentrated and sustained support available during a controlled trial
The limits of social class in explaining ethnic gaps in educational attainment
This paper reports an analysis of the educational attainment and progress between age 11 and age 14 of over 14,500 students from the nationally representative Longitudinal Study of Young People in England. The mean attainment gap in national tests at age 14 between White British and several ethnic minority groups was large, more than three times the size of the gender gap, but at the same time only about one‐third of the size of the social class …
The White British‐Black Caribbean achievement gap
A recent analysis of the Longitudinal Study of Young People in England (LSYPE) indicates a White British–Black Caribbean achievement gap at age 14 which cannot be accounted for by socio‐economic variables or a wide range of contextual factors. This article uses the LSYPE to analyse patterns of entry to the different tiers of national mathematics and science tests at age 14. Each tier gives access to a limited range of outcomes with the highest te…
Evaluation of the national roll-out of parenting programmes across England
Evidence-based parenting programmes can be rolled out effectively in community settings on a national scale. This study also demonstrates the impact of research on shaping government policy
Tapestry and the aesthetics of theatre in education as dialogic encounter and civil exchange
This article is based upon research into a participatory Theatre in Education (TiE) programme that toured the West Midlands in 2009, funded by the UK's PREVENT initiative intended to counter the radicalisation of young British nationals by extremist political groups. The article provides a summary of the TiE programme and then presents quantitative data to demonstrate its success in terms of its ability to both provoke and entertain the young aud…
The Parenting Early Intervention Programme in England, 2006–2011; a classed experience
Family policy was a key component of the ‘New’ Labour government's family, social and education policy, and a wide range of family focused initiatives and interventions designed to ‘support’ families and improve individual, family and social outcomes were introduced. The post‐May 2010 coalition government's family policy exhibits key elements of policy continuity. There have been strong, class‐based critiques of this approach to social policy, wh…
Ethnicity, gender, social class and achievement gaps at age 16
Perhaps the most prevailing inequalities in educational achievement in England are those associated with socio-economic status (SES), ethnicity and gender. However, little research has sought to compare the relative size of these gaps or to explore interactions between these factors. This paper analyses the educational achievement at age 11, 14 and 16 of over 15,000 students from the nationally representative longitudinal study of young people in…
The education of children in care and children in need
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 progress of the full cohort, the CLA ( n = 6,236), the CIN in 2012 or 2013 but not CLA ( n = 20,384), and a sample individually matched with the CLA ( n = 11,084). At age 7, attainment of the CLA and CIN was appro…
Children in care in education
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 about the prevalence and make‐up of children in care reaching these thresholds. Using secondary data analysis, we compared the proportions of children in care, children ‘in need’ and children in the general popu…
Individual Differences in the Effects of Physical Activity on Classroom Behaviour
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 this. Increasing children’s on-task behaviour is of particular importance to teachers, and while it has previously been suggested that PA can improve classroom behaviour, a consensus on the dose-response relations…
Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL)
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 2017–2018 five level teacher rating of proficiency in English (from “New to English” to “Fluent”). Based on a nationally representative sample of 140,000 students aged 5 to 16 years, we assessed the explanatory powe…
Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom
AimWe 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 mediation effects of acute PA on-task behaviour via learning experiences.MethodA total of 78 children (Mage = 9.30 years; 43 females) took part. Participants reported learning experiences (tiredness, positive and negativ…
Socio-economic inequality and education
Inequality in education has always been a central theme of the Oxford Review of Education. The very first issue of the journal, in March 1975, directly addressed the issue of ‘Equality and educatio
Foreword to the fiftieth volume
The very first issue of the Oxford Review of Education opened with this statement of intent from one of the Editors, Alan Bullock: Education has come to play so large and important a part in societ
Achievement motivation amongst Rwandan students. A mixed-method study of its cognitive-affective structure and associations with school grades
Psychology (22 works) · Developmental psychology (16 works) · Sociology (13 works) · Educational attainment (10 works) · Political science (10 works) · Parental Involvement in Education (9 works) · School Choice and Performance (9 works) · Mathematics education (8 works) · Demography (7 works) · Medicine (7 works)