STRAND, S (2022) “Education and achievement at 16”, Sociology Review. 31(3) 2-6.
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.
DOI: http://doi.org/10.1111/bjep.12523
Heemskerk, CHHM, Sumatic, M, Strand, S, Malmberg, L-E (2022) “Individual Differences in the Effects of Physical Activity on Classroom Behaviour”, FRONTIERS IN EDUCATION. 6
DOI: http://doi.org/10.3389/feduc.2021.812801
Hessel, AK, Strand, S (2021) “Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL)”, Educational Review.
DOI: http://doi.org/10.1080/00131911.2021.1949266
STRAND, S (2021) “EAL and proficiency in English: what should we be assessing and how?”, The EAL Journal. 14 62-65.
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.
DOI: http://doi.org/10.1016/j.jsams.2019.12.012
Strand, S (2016) “Do some schools narrow the gap? Differential school effectiveness revisited”, Review of Education. 4(2) 107-144.
DOI: http://doi.org/10.1002/rev3.3054
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.
DOI: http://doi.org/10.1002/rev3.3059
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.
DOI: http://doi.org/10.3389/feduc.2016.00002
Caro, DH, 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.
DOI: http://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.
DOI: http://doi.org/10.1080/02671522.2013.767370
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.
DOI: http://doi.org/10.1080/03054985.2014.891980
Cullen, SM, Cullen, M-A, 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.
DOI: http://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+.
DOI: http://doi.org/10.1186/1471-2458-13-972
Winston, J, Strand, S (2013) “Tapestry and the aesthetics of theatre in education as dialogic encounter and civil exchange”, RIDE-THE JOURNAL OF APPLIED THEATRE AND PERFORMANCE. 18(1) 62-78.
DOI: http://doi.org/10.1080/13569783.2012.756178
Strand, S (2013) “What accounts for ethnic achievement gaps in secondary schools in England?”, BERA Insights. (Issue 4)
Strand, S (2012) “The White British-Black Caribbean achievement gap: tests, tiers and teacher expectations”, BRITISH EDUCATIONAL RESEARCH JOURNAL. 38(1) 75-101.
DOI: http://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+.
DOI: http://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.
DOI: http://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.
DOI: http://doi.org/10.1080/09243451003732651
Medwell, J, Strand, S, Wray, D (2009) “The links between handwriting and composing for Y6 children”, Cambridge Journal of Education. 39(3) 329-344.
DOI: http://doi.org/10.1080/03057640903103728
Strand, S, Lindsay, G (2009) “Evidence of Ethnic Disproportionality in Special Education in an English Population”, JOURNAL OF SPECIAL EDUCATION. 43(3) 174-190.
DOI: http://doi.org/10.1177/0022466908320461
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.
Strand, S, Winston, J (2008) “Educational aspirations in inner city schools”, EDUCATIONAL STUDIES. 34(4) 249-267.
DOI: http://doi.org/10.1080/03055690802034021
Strand, S (2007) “Surveying the views of pupils attending supplementary schools in England”, EDUCATIONAL RESEARCH. 49(1) 1-19.
DOI: http://doi.org/10.1080/00131880701200682
Lindsay, G, Dockrell, JE, 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.
DOI: http://doi.org/10.1348/000709906x171127
Strand, S (2007) “Statistics for research: With a guide to SPSS, 2nd edition”, BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 77 497-497.
DOI: http://doi.org/10.1348/000709907X180315
Strand, S (2007) “Intelligence: A brief history”, BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 77 743-744.
Deary, IJ, Strand, S, Smith, P, Fernandes, C (2007) “Intelligence and educational achievement”, INTELLIGENCE. 35(1) 13-21.
DOI: http://doi.org/10.1016/j.intell.2006.02.001
Strand, S, Demie, F (2007) “Pupil mobility, attainment and progress in secondary school”, EDUCATIONAL STUDIES. 33(3) 313-331.
DOI: http://doi.org/10.1080/03055690701423184
Strand, S (2006) “Discovering statistics using SPSS, 2nd edition”, BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 76 423-423.
DOI: http://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.
DOI: http://doi.org/10.1080/01411920600569073
Strand, S, Demie, F (2006) “Pupil mobility, attainment and progress in primary school”, BRITISH EDUCATIONAL RESEARCH JOURNAL. 32(4) 551-568.
DOI: http://doi.org/10.1080/01411920600775191
Strand, S, Deary, IJ, 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.
DOI: http://doi.org/10.1348/000709905x50906
Demie, F, Strand, S (2006) “English language acquisition and educational attainment at the end of secondary school”, EDUCATIONAL STUDIES. 32(2) 215-231.
DOI: http://doi.org/10.1080/03055690600631119
Strand, S, Wright, I, Wonders, S (2005) “Estimation of premorbid general cognitive abilities in children”, Educational and Child Psychology. 22(2) 100-107.
Strand, S, Demie, F (2005) “English language acquisition and educational attainment at the end of primary school”, EDUCATIONAL STUDIES. 31(3) 275-291.
DOI: http://doi.org/10.1080/03055690500236613
Strand, S (2004) “Consistency in reasoning test scores over time.”, The British journal of educational psychology. 74(Pt 4) 617-631.
DOI: http://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.
DOI: http://doi.org/10.1080/01411920120109757
Strand, S (1999) “Baseline assessment results at age 4: Associations with pupil background factors”, Journal of Research in Reading. 22(1) 14-26.
DOI: http://doi.org/10.1111/1467-9817.00065
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.
DOI: http://doi.org/10.1080/0141192990250204
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.
DOI: http://doi.org/10.1080/030549899104035
Strand, S (1998) “A 'value added' analysis of the 1996 primary school performance tables”, EDUCATIONAL RESEARCH. 40(2) 123-137.
DOI: http://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.
DOI: http://doi.org/10.1080/0141192970230406
Strand, S (1997) “Key performance indicators for primary school improvement”, Educational Management Administration and Leadership. 25(2) 145-153.
DOI: http://doi.org/10.1177/0263211X97252004
Strand, SC (1991) “Attentional aspects of classroom behavior and discrimination learning.”, Research in developmental disabilities. 12(3) 229-241.
DOI: http://doi.org/10.1016/0891-4222(91)90009-h
Strand, S, Sturmey, P, Newton, JT (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.
DOI: http://doi.org/10.1111/j.2044-8260.1990.tb00860.x
Strand, SC (1989) “S+ versus S- fading in teaching visual discriminations to severely mentally handicapped children.”, Journal of mental deficiency research. 33 ( Pt 4) 283-299.
DOI: http://doi.org/10.1111/j.1365-2788.1989.tb01478.x
Strand, SC, Morris, RC (1988) “Criterion-related versus non-criterion-related prompt training with severely mentally handicapped children.”, Journal of mental deficiency research. 32 ( Pt 2) 137-151.
DOI: http://doi.org/10.1111/j.1365-2788.1988.tb01399.x
Strand, SC, Morris, RC (1986) “Programmed training of visual discriminations: a comparison of techniques.”, Applied research in mental retardation. 7(2) 165-181.
DOI: http://doi.org/10.1016/0270-3092(86)90003-2
Sinclair, I, LUKE, N, Fletcher, J, O'Higgins, A, STRAND, S, Berridge, D, SEBBA, J, Thomas, S “The education of children in care and children in need: Who falls behind and when?”, Child and Family Social Work.
DOI: http://doi.org/10.1111/cfs.12719
STRAND, S, LINDORFF, A “Ethnic disproportionality in the identification of high incidence Special Educational Needs: a national longitudinal study ages 5-11”, Exceptional Children.
DOI: http://doi.org/10.1177/0014402921990895
O'Higgins, A, LUKE, N “Children in care in education: who is entered for exams and who reaches critical thresholds of success at age 16?”, British Educational Research Journal.
DOI: http://doi.org/10.1002/berj.3736
Strand, S, Medwell, J, Wray, D “The role of handwriting in composing for Y2 children”, The Journal of Reading, Writing and Literacy. 2(1) 18-36.