Home > People > Steve Strand

Steve Strand

Professor of Education | St Cross College

steve.strand@education.ox.ac.uk

About me

Professor Steve Strand OBE has been Professor of Education at the University of Oxford since January 2013. Previously he was Professor of Education at the University of Warwick (2005-2012), Head of Research and Data Analysis at GL assessment, the UK’s leading educational test and assessment publisher (1998-2005), and Head of Research and Evaluation at Wandsworth (1990-1998) and at Croydon (1988-1990) Local Education Authorities, and in these roles was responsible for pioneering work on ‘value added’ analyses of school effectiveness. He holds a BA First Class (1982) and PhD (1989) in Psychology.

His research interests are in ethnic, social class and gender gaps in a wide range of educational outcomes and he is particularly interested in the interface between equity and school effectiveness. He has worked extensively with Government departments and Local Authorities on the analysis of pupil achievement data and school effectiveness. His methodological expertise is in the quantitative analysis of large and complex longitudinal datasets such as the National Pupil Database (NPD) and UK Longitudinal Panel Studies. For 10 years he led the Quantitative Methods (QM) hub in the Oxford Department of Education.

He was Special Adviser to the House of Commons Education Select Committee Inquiry into the Underachievement in Education of White Working Class Children (2013-14), and Consultant to the England Department for Education (DFE) Black Pupil’s Achievement Group (2007-09) and Gender Agenda (2007-08). He currently serves on DFE Advisory groups for the Special Educational Needs and Disabilities (SEND) Futures Longitudinal Study, the Second Longitudinal Study of Young People in England (LSYPE2), and the Education and Outcomes Panel Study C (EOPS-C). He is joint editor of the Oxford Review of Education and a serving or past member of the editorial boards of the British Educational Research Journal, British Journal of Sociology of Education, Educational Review, Research Paper in Education and Review of Education. He was a member of BERA Executive Council (2000-2003) and served as a full member of the UK Research Excellence Framework (REF) 2021 Panel for Education. He was awarded an OBE for services to Equality and to Human Rights in the New Year Honours list 2025.

Research

Books

Strand, S. (2003). Getting the Best from CAT A Practical Guide for Secondary Schools.

Book chapters

Strand, S. (2015). Correlation and regression. In Educational Research and Inquiry Qualitative and Quantitative Approaches (pp. 378-403). Bloomsbury Publishing.
Strand, S. (2013). Pupil Mobility. In The Routledge International Encyclopedia of Education (pp. 471-473). Routledge.
Strand, S. (2010). Disadvantage, ethnicity, gender and attainment. In White Working Class Achievement A Study of Barriers to Learning in Schools (pp. 11-32). Young Writers.
Strand, S., Medwell, J., & Wray, D. (2008). What should we assess in primary handwriting?. In A. Barnett (Ed.), Handwriting Today (pp. 23-28). National Handwriting Association.
Strand, S. (2004). The use of effect sizes: Two examples from recent educational research. In But what Does it Mean The Use of Effect Sizes in Educational Research (pp. 42-54).

Conference papers

STRAND, S., & LINDORFF, A. (2018, April 3). Ethnic disproportionality in the identification of Social, Emotional and Mental Health (SEMH) needs: A national longitudinal cohort age 4-11.
STRAND, S., & LINDORFF, A. (2018, April 3). Ethnic disproportionality in the identification of Autistic Spectrum Disorder (ASD): A national longitudinal cohort age 4-11.
LINDORFF, A., & STRAND, S. (2018, March 20). Understanding ethnic disproportionality in Social, Emotional and Mental Health identification in England: Investigating higher-level variation and cross-level interaction.
STRAND, S., & LINDORFF, A. (2018, March 20). Ethnic disproportionality in ASD identification in the Primary years: A longitudinal analysis of data from an English national cohort, age 4-11.
LINDORFF, A., & STRAND, S. (2017, November 2). Ethnic disproportionality in Social, Emotional and Mental Health Needs Identification in England: A multilevel study.
STRAND, S. (1986). EFFECTS OF PROMPT PLACEMENT, COLOR OF PROMPT, AND TASK-DIFFICULTY IN TEACHING VISUAL-DISCRIMINATION TO MENTALLY-HANDICAPPED CHILDREN. BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, 39, A10 - A10.

Journal articles

Bulla, D., Uwitonze, A., Malmberg, L.-E., & Strand, S. (2025). Achievement motivation amongst Rwandan students. A mixed-method study of its cognitive-affective structure and associations with school grades. International Journal of Educational Research, 132, 102641.

https://doi.org/10.1016/j.ijer.2025.102641
Cook, J., Richardson, A., Strand, S., Reed, Z., & Melhuish, K. (2023). Examining the concept of inverse: Theory-building via a standalone literature review. Journal of Mathematical Behavior, 72.

https://doi.org/10.1016/j.jmathb.2023.101100
Strand, S. (2023). Intersectionality and educational achievement at age 16. Research Intelligence.
Strand, S. (2023). Intersectionality and educational achievement at age 16. Research Intelligence, 156, 20-21.

https://www.bera.ac.uk/publication/autumn-2023
Heemskerk, C., Strand, S., & Malmberg, L. (2022). Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom: A within-person experiment. British Journal of Educational Psychology, 93(S1), 130-151.

https://doi.org/10.1111/bjep.12523 https://ora.ox.ac.uk/objects/uuid:df4a76d0-8e4b-46ae-9b8a-f4286a6492bc
Strand, S. (2022). Education and achievement at 16. Sociology Review, 31(3), 2-6.

https://ora.ox.ac.uk/objects/uuid:f95cafd1-1b8c-42e2-ac25-6a50d012ecd7
Heemskerk, C., Sumatic, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, 6.

https://doi.org/10.3389/feduc.2021.812801 https://ora.ox.ac.uk/objects/uuid:e717c74b-25ba-418f-93ff-b10feb9342cd
Larsen, S., Strand, S., & Vroom, K. (2022). How Undergraduate Students Think about Summation (Sigma) Notation. International Journal of Research in Undergraduate Mathematics Education, 1-23.

https://doi.org/10.1007/s40753-022-00193-w
Hessel, A., & Strand, S. (2021). Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL). Educational Review, 75(4), 763-786.

https://doi.org/10.1080/00131911.2021.1949266 https://ora.ox.ac.uk/objects/uuid:9f7396bd-87e4-4b37-9967-c9a40d42be6b
O’Higgins, A., Luke, N., & Strand, S. (2021). Children in care in education: who is entered for exams and who reaches critical thresholds of success at age 16?. British Educational Research Journal, 47(6), 1522-1539.

https://doi.org/10.1002/berj.3736 https://ora.ox.ac.uk/objects/uuid:a4c860f5-e101-4e64-9e43-722271856a1a
Strand, S. (2021). EAL and proficiency in English: what should we be assessing and how?. EAL Journal, 14(Spring 2021), 62-65.

https://ora.ox.ac.uk/objects/uuid:2c175c5f-1890-4ae1-8c5e-b85c6a9944ea
Strand, S., & Lindorff, A. (2021). Ethnic disproportionality in the identification of high incidence Special Educational Needs: a national longitudinal study ages 5-11. Exceptional Children, 87(3), 344-368.

https://doi.org/10.1177/0014402921990895 https://ora.ox.ac.uk/objects/uuid:14a2eecf-74c4-4bae-bd40-3b112e6c715c
Sinclair, I., Luke, N., Fletcher, J., O’Higgins, A., Strand, S., Berridge, D., Sebba, J., & Thomas, S. (2020). The education of children in care and children in need: Who falls behind and when?. Child and Family Social Work, 25(3), 536-547.

https://doi.org/10.1111/cfs.12719 https://ora.ox.ac.uk/objects/uuid:68555af1-65f0-4f67-9218-3898efa635fc
Heemskerk, C., Lubans, D., Strand, S., & Malmberg, L.-E. (2019). The effect of physical education lesson intensity and cognitive demand on subsequent learning behaviour. Journal of Science and Medicine in Sport, 23(6), 586-590.

https://doi.org/10.1016/j.jsams.2019.12.012 https://ora.ox.ac.uk/objects/uuid:c4efacd0-af9d-44b2-b021-b2fa6cd41783
Lindsay, G., & Strand, S. (2016). Children with language impairment: prevalence, associated difficulties and ethnic disproportionality in an English population. Frontiers in Education, 1(2), 1-2.

https://doi.org/10.3389/feduc.2016.00002 https://ora.ox.ac.uk/objects/uuid:2524f5b3-f190-41d4-b42a-448c1ea77b91
Strand, S. (2016). Context and Implications Document for: Do some schools narrow the gap? Differential school effectiveness revisited. Review of Education, 4(2), 145-148.

https://doi.org/10.1002/rev3.3059
Strand, S. (2016). Do some schools narrow the gap? Differential school effectiveness revisited. Review of Education, 4(2), 107-144.

https://doi.org/10.1002/rev3.3054 https://ora.ox.ac.uk/objects/uuid:37024bc7-053a-4f00-aa00-1cdc798b4533
Caro, D., Lenkeit, J., & Strand, S. (2015). Tackling the remaining attainment gap between students with and without immigrant background: an investigation into the equivalence of SES constructs. Educational Research and Evaluation: An International Journal on Theory and Practice, 21(1), 60-83.

https://doi.org/10.1080/13803611.2015.1009915
Strand, S. (2014). Ethnicity, gender, social class and achievement gaps at age 16: intersectionality and ’getting it’ for the white working class. Research Papers in Education, 29(2), 131-171.

https://doi.org/10.1080/02671522.2013.767370 https://ora.ox.ac.uk/objects/uuid:4822b2c2-3ce0-4cf2-b985-9b8aa16b37b8
Strand, S. (2014). School effects and ethnic, gender and socio-economic gaps in educational achievement at age 11. Oxford Review of Education, 40(2), 223-245.

https://doi.org/10.1080/03054985.2014.891980 https://ora.ox.ac.uk/objects/uuid:1c1cac9f-b503-4c1b-9319-8750d06311d3
Cullen, S., Cullen, M., Lindsay, G., & Strand, S. (2013). The Parenting Early Intervention Programme in England, 2006–2011; a classed experience?. British Educational Research Journal, 39(6), 1025-1043.

https://doi.org/10.1002/berj.3020
Lindsay, G., & Strand, S. (2013). Evaluation of the national roll-out of parenting programmes across England: the parenting early intervention programme (PEIP). BMC Public Health, 13, ARTN 972.

https://doi.org/10.1186/1471-2458-13-972 https://ora.ox.ac.uk/objects/uuid:781345b9-fcfe-4dc5-98ff-5fc99b46943c
Strand, S. (2013). What accounts for ethnic achievement gaps in secondary schools in England?. BERA Insights, 4 (Autumn 2013).

https://ora.ox.ac.uk/objects/uuid:bdb4f917-fc14-4436-a9df-3ce7915f670e
Winston, J., & Strand, S. (2013). Tapestry and the aesthetics of theatre in education as dialogic encounter and civil exchange. Research in Drama Education The Journal of Applied Theatre and Performance, 18(1), 62-78.

https://doi.org/10.1080/13569783.2012.756178
Strand, S. (2012). The White British‐Black Caribbean achievement gap: Tests, tiers and teacher expectations. British Educational Research Journal, 38(1), 75-101.

https://doi.org/10.1080/01411926.2010.526702
Lindsay, G., Strand, S., & Davis, H. (2011). 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 in 18 English local authorities: the parenting early intervention pathfinder (PEIP). BMC Public Health, 11, 962.

https://doi.org/10.1186/1471-2458-11-962
Strand, S. (2011). The limits of social class in explaining ethnic gaps in educational attainment. British Educational Research Journal, 37(2), 197-229.

https://doi.org/10.1080/01411920903540664
Strand, S. (2010). Do some schools narrow the gap? Differential school effectiveness by ethnicity, gender, poverty, and prior achievement. School Effectiveness and School Improvement, 21(3), 289-314.

https://doi.org/10.1080/09243451003732651
Strand, S., & Lindsay, G. (2009). Evidence of Ethnic Disproportionality in Special Education in an English Population. The Journal of Special Education, 43(3), 174-190.

https://doi.org/10.1177/0022466908320461
Medwell, J., Strand, S., & Wray, D. (2009). The links between handwriting and composing for Y6 children. Cambridge Journal of Education, 39(3), 329-344.

https://doi.org/10.1080/03057640903103728
Strand, S., & Winston, J. (2008). Educational aspirations in inner city schools. Educational Studies, 34(4), 249-267.

https://doi.org/10.1080/03055690802034021
Strand, S. (2008). 100 statistical tests (3rd edition). BRITISH EDUCATIONAL RESEARCH JOURNAL, 34(1), 148-150.
Strand, S. (2008). Applied statistics with SPSS. BRITISH EDUCATIONAL RESEARCH JOURNAL, 34(1), 148-150.
Lindsay, G., Dockrell, J., & Strand, S. (2007). Longitudinal patterns of behaviour problems in children with specific speech and language difficulties: child and contextual factors. The British Journal of Educational Psychology, 77(Pt 4), 811-828.

https://doi.org/10.1348/000709906x171127
Strand, S., & Demie, F. (2007). Pupil mobility, attainment and progress in secondary school. Educational Studies, 33(3), 313-331.

https://doi.org/10.1080/03055690701423184
Strand, S. (2007). Book Reviews. British Journal of Educational Psychology, 77(2), 497-497.

https://doi.org/10.1348/000709907x180315
Strand, S. (2007). Surveying the views of pupils attending supplementary schools in England. Educational Research, 49(1), 1-19.

https://doi.org/10.1080/00131880701200682
Deary, I., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21.

https://doi.org/10.1016/j.intell.2006.02.001
Strand, S. (2007). Intelligence: A brief history. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 77, 743-744.
Strand, S., Medwell, J., & Wray, D. (2007). The role of handwriting in composing for Y2 children. The Journal of Reading, Writing and Literacy, 2(1), 18-36.
Strand, S., Deary, I., & Smith, P. (2006). Sex differences in cognitive abilities test scores: a UK national picture. The British Journal of Educational Psychology, 76(Pt 3), 463-480.

https://doi.org/10.1348/000709905x50906
Strand, S., & Demie, F. (2006). Pupil mobility, attainment and progress in primary school. British Educational Research Journal, 32(4), 551-568.

https://doi.org/10.1080/01411920600775191
Demie, F., & Strand, S. (2006). English language acquisition and educational attainment at the end of secondary school. Educational Studies, 32(2), 215-231.

https://doi.org/10.1080/03055690600631119
Strand, S. (2006). Book Reviews. British Journal of Educational Psychology, 76(2), 423-423.

https://doi.org/10.1348/000709906x100611
Strand, S. (2006). Comparing the predictive validity of reasoning tests and national end of Key Stage 2 tests: which tests are the ‘best’?. British Educational Research Journal, 32(2), 209-225.

https://doi.org/10.1080/01411920600569073
Strand, S., & Demie, F. (2005). English language acquisition and educational attainment at the end of primary school. Educational Studies, 31(3), 275-291.

https://doi.org/10.1080/03055690500236613
Wright, I., Strand, S., & Wonders, S. (2005). Estimation of premorbid general cognitive abilities in children. Educational and Child Psychology, 22(2), 100-107.
Strand, S. (2004). Consistency in reasoning test scores over time. The British Journal of Educational Psychology, 74(Pt 4), 617-631.

https://doi.org/10.1348/0007099042376445
Strand, S. (2002). Pupil Mobility, Attainment and Progress During Key Stage 1: A study in cautious interpretation. British Educational Research Journal, 28(1), 63-78.

https://doi.org/10.1080/01411920120109757
Schagen, I., Sainsbury, M., & Strand, S. (1999). Statistical Aspects of Baseline Assessment and its Relationship to End of Key Stage One Assessment. Oxford Review of Education, 25(3), 359-367.

https://doi.org/10.1080/030549899104035
Strand, S. (1999). Ethnic Group, Sex and Economic Disadvantage: associations with pupils’ educational progress from Baseline to the end of Key Stage 1. British Educational Research Journal, 25(2), 179-202.

https://doi.org/10.1080/0141192990250204
Strand, S. (1999). Baseline assessment results at age 4: associations with pupil background factors. Journal of Research in Reading, 22(1), 14-26.

https://doi.org/10.1111/1467-9817.00065
Strand, S. (1998). A Value added’ analysis of the 1996 primary school performance tables. Educational Research, 40(2), 123-137.

https://doi.org/10.1080/0013188980400201
Strand, S. (1997). Pupil Progress during Key Stage 1: a value added analysis of school effects. British Educational Research Journal, 23(4), 471-487.

https://doi.org/10.1080/0141192970230406
Strand, S. (1997). Key Performance Indicators for Primary School Improvement. Educational Management & Administration, 25(2), 145-153.

https://doi.org/10.1177/0263211x97252004
Strand, S. (1991). Attentional aspects of classroom behavior and discrimination learning. Research in Developmental Disabilities, 12(3), 229-241.

https://doi.org/10.1016/0891-4222(91)90009-h
Strand, S., Sturmey, P., & Newton, J. (1990). A classroom rating scale for use with mentally handicapped children: a replication of the ADIECAS. The British Journal of Clinical Psychology, 29(1), 121-123.

https://doi.org/10.1111/j.2044-8260.1990.tb00860.x
Strand, S. (1989). S+ versus S- fading in teaching visual discriminations to severely mentally handicapped children. Journal of Mental Deficiency Research, 33 ( Pt 4), 283-299.

https://doi.org/10.1111/j.1365-2788.1989.tb01478.x
Strand, S., & Morris, R. (1988). Criterion-related versus non-criterion-related prompt training with severely mentally handicapped children. Journal of Mental Deficiency Research, 32 ( Pt 2), 137-151.

https://doi.org/10.1111/j.1365-2788.1988.tb01399.x
Strand, S., & Morris, R. (1986). Programmed training of visual discriminations: a comparison of techniques. Applied Research in Mental Retardation, 7(2), 165-181.

https://doi.org/10.1016/0270-3092(86)90003-2

Reports

Strand, S., & Lindorff, A. (2021). English as an additional language, proficiency in English and rate of progression: pupil, school and LA variation. University of Oxford, Unbound Philanthropy & The Bell Educational Trust Limited [Operating as The Bell Foundation].

https://ora.ox.ac.uk/objects/uuid:526db1c0-1e6f-4acf-a5c1-61ae8047227d
Sebba, J., LUKE, N., Berridge, D., Strand, S., Cartwright, M., Staples, E., McGrath-Lone, L., Ward, J., & O’Higgins, A. (2020). Children in need and children in care: Educational attainment and progress. University of Bristol; Rees Centre.

http://www.bristol.ac.uk/media-library/sites/policybristol/briefings-and-reports-pdfs/FinalReportNuffield.pdf
Strand, S., & Lindorff, A. (2020). English as an Additional Language: Proficiency in English, educational achievement and rate of progression in English language learning. Bell Foundation/Unbounded Philanthropy.

https://ora.ox.ac.uk/objects/uuid:d8b2d983-f6fe-4c5a-b7e8-03f4119c143e
Strand, S., & Lindorff, A. (2018). Ethnic disproportionality in the identification of Special Educational Needs (SEN) in England: Extent, causes and consequences. University of Oxford.

https://ora.ox.ac.uk/objects/uuid:a28b7858-994a-4474-9c4b-6962d1f6da41
Strand, S., & Hessel, A. (2018). English as an Additional Language, proficiency in English and pupils’ educational achievement: An analysis of Local Authority data. In Bell Foundation, Cambridge (pp. 1-54). Bell Foundation.

https://ora.ox.ac.uk/objects/uuid:1b591ea6-af6e-4cd9-9a40-c90d624b26b9
Nunes, T., Barros, R., Evangelou, M., STRAND, S., MATHERS, S., & SANDERS-ELLIS, D. (2018). 1st Class @ Number Evaluation Report. Education Endowment Foundation.
Nunes, T., Bryant, P., Strand, S., Hillier, J., Barros, R., & Miller-Friedmann, J. (2017). Review of SES and Science Learning in Formal Educational Settings. In Education Endowment Foundation Evidence Reviews. Education Endowment Foundation.

https://ora.ox.ac.uk/objects/uuid:a888fbd8-c06d-4b6d-b8a5-acf8c34f020f
Fletcher, J., Strand, S., & Thomas, S. (2015). The educational progress of looked after children in England Technical Report 1: Secondary school progress and attainment. In REES Centre Reports (pp. 1-37). University of Oxford Department of Education.

https://ora.ox.ac.uk/objects/uuid:f376e381-6445-465a-8b3a-b3e4680d8c19
Sebba, J., Berridge, D., Luke, N., Fletcher, J., Bell, K., Strand, S., Thomas, S., Sinclair, I., & O’Higgins, A. (2015). The educational progress of looked after children in England: linking care and educational data. In REES Centre Reports. University of Oxford Department of Education/University of Bristol.

https://ora.ox.ac.uk/objects/uuid:49b64928-4808-4898-911c-30e8981b2ffb
Strand, S. (2015). Ethnicity, deprivation and educational achievement at age 16 in England: Trends over time. In DFE Research Report 439B. Department for Education.

https://ora.ox.ac.uk/objects/uuid:94ab3562-2100-4570-a7b6-e66581a706fc
Strand, S., Malmberg, L., & Hall, J. (2015). English as an additional language and educational achievement in England: An analysis of the National Pupil Database. Educational Endowment Fund.

https://ora.ox.ac.uk/objects/uuid:5fe64adb-a4b8-465c-aa9c-0e80697e28bb
Strand, S. (2015). Ethnicity, deprivation and educational achievement at age 16 in England: trends over time. Department for Education.

https://ora.ox.ac.uk/objects/uuid:46e8382d-2333-4218-a349-63746bb9802c
Strand, S. (2014). Mind the gap: An analysis of the FSM gap in Buckinghamshire County Council. Buckinghamshire County Council.

https://ora.ox.ac.uk/objects/uuid:164bb6b2-7790-4e84-89f4-8a8328279f01
Strand, S., & Fletcher, J. (2014). A Quantitative Longitudinal Analysis of Exclusions from English Secondary Schools. In Department of Education Report. University of Oxford.

https://ora.ox.ac.uk/objects/uuid:98d69480-56fe-4633-8dbe-81c4f461f28f
Cullen, M., Strand, S., Cullen, S., & Lindsay, G. (2014). CANparent trial evaluation: second interim report. Department for Education.

https://ora.ox.ac.uk/objects/uuid:e5237e1d-f799-4e00-8b74-25ecea9f9e47
Cullen, M., Cullen, S., Strand, S., Bakopoulou, I., Lindsay, G., Brind, R., Pickering, E., Bryson, C., & Purdon, S. (2013). CANparent trial evaluation: First interim report. Department for Education.

https://ora.ox.ac.uk/objects/uuid:d2090279-33cf-4e32-9c05-eb67310782e5
Strand, S., & Lindsay, G. (2012). Ethnic disproportionality in the identification of Speech Language and Communication Needs (SLCN) and Autistic Spectrum Disorders (ASD): 2005-2011. Department for Education.

https://ora.ox.ac.uk/objects/uuid:b06dca53-4209-4e3d-819e-360e54849216
Lindsay, G., Strand, S., Cullen, M., Cullen, S., Band, S., Davis, H., Conlon, G., Barlow, J., & Evans, R. (2011). Parenting Early Intervention Programme evaluation - DFE-RR121A. Department for Education.

https://ora.ox.ac.uk/objects/uuid:d868aaec-7e91-4038-a8b7-37515172685e
Strand, S., De Coulon, A., Meschi, E., Vorhaus, J., Frumkin, L., Ivins, C., Small, L., Sood, A., Gervais, M.-C., & Rehman, H. (2010). Drivers and challenges in raising the achievement of pupils from Bangladeshi, Somali and Turkish backgrounds (Research Report DCSF-RR226). Department for Education.

https://ora.ox.ac.uk/objects/uuid:d65efb93-9239-4cb9-9ecb-c301afed284c
Strand, S. (2010). Banging your head on the ceiling: Socio-economic factors and their relationship to differential attainment in Southwark primary schools. Southwark Council.
Strand, S. (2008). Minority ethnic pupils in the longitudinal study of young people in England (Extension report on performance in public examinations at age 16). Department for Education.

https://ora.ox.ac.uk/objects/uuid:32568ab7-da36-4799-852c-3b55a3b74f38
Strand, S. (2007). Minority ethnic pupils in the Longitudinal Study of Young People in England. DCSF Research Report RR-002. In Dept for Children, Schools and Families Research Report. Department for Children, Schools and Families.

https://ora.ox.ac.uk/objects/uuid:591b8f09-e54c-4ceb-afd9-214701b89656
Strand, S., Lindsay, G., & Pather, S. (2006). Special educational needs and ethnicity: Issues of over- and under-representation. In DfES Research Report 75. Department for Education and Skills.

https://ora.ox.ac.uk/objects/uuid:4c66e34a-6ac4-4ea4-b69a-c69e06459e19
Strand, S. (2006). The educational progress of African heritage pupils in Lambeth schools. In The achievement of African heritage pupils: Good practice in Lambeth schools (pp. 24-44).
Strand, S. (2004). Pupil mobility and educational achievement in Lambeth schools. In Pupil mobility in Lambeth schools: Implications for raising achievement and school management (pp. 13-42).

Subjects Taught

MSc in Education (Research Design and Methodology)
MSc in Learning and Teaching
DPhil in Education

Current Doctoral Students

Mirna Sumatic

Doctoral Student and Doctoral Teaching Fellow

Benjamin Hart

Departmental Lecturer

Doctoral Student and Doctoral Teaching Fellow

Benjamin Hart

Departmental Lecturer

Doctoral Applications

Steve welcomes doctoral applications from students interested in the following research areas:

Equity, particularly regarding ethnicity and social class, in students educational achievement and progress at school
Ethnicity and social class in other students outcomes such as identification for special education, exclusion from school, continuation in education post 16, entry to Higher Education etc.
School effectiveness and the impact of pupils background on school performance e.g. ‘value-added’ assessment

Regarding all the above, Steve is specifically interested in students wanting to engage in quantitatively based research or mixed methods research involving quantitative data