Beng Huat See

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Professor of Education Research

University of Durham

United Kingdom

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Professor Beng Huat See is a Professor of Education Research at Durham University, UK. His research focuses on various aspects of education, including teacher recruitment, retention, and the impacts of school systems on learning outcomes. Recent articles emphasize digital innovations in teacher recruitment, predictors of international teacher shortages, and the effects of school exclusions on minority ethnic pupils. Professor See is dedicated to advancing scholarly understanding of educational practices and policies through empirical research.

Recent Grants

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Evaluation of EdTech innovation testbed. Nesta

Open Date: 2019-10-01

Close Date:

Grant: Close

Overcoming educational disadvantage, challenging segregation and addressing the poverty attainment gap

Open Date: 2019-06-01

Close Date:

Grant: Close

Engineering research evidence into use

Open Date: 2019-03-01

Close Date: 2020-01-01

Grant: Close

Examining the role of schooling in the cognitive and wider development of children in the province of Punjab (Pakistan) and State of Gujarat (India): Establishing routes for sustainable education

Open Date: 2019-01-01

Close Date: 2022-01-01

Grant: Close

Understanding the complex determinants of teacher

Open Date: 2018-10-01

Close Date: 2021-03-01

Beng Huat See

Research Interests

Explore related searches

Contact this professor

About

Recent Grants

Articles (20)

Digital innovations in teacher recruitment: An experimental study

What are the key predictors of international teacher shortages?

Does school matter for children's cognitive and non‐cognitive learning? Findings from a natural experiment in Pakistan and India

Do academically selective school systems strengthen the link between students’ family backgrounds and the likelihood of higher education participation?

Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention

Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice

Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?

Do School Exclusions and Attainment Outcomes Disproportionately Impact Minority Ethnic Pupils? Analysis of Pupil Characteristics, Segregation, and Outcomes in England

How institutional resources affect university students’ learning outcomes: evidence from the 2023 university student learning experience survey in China

A structured review of the potential role of school leaders in making teaching more attractive

Literacy for life: evaluating the National Literacy Trust’s bespoke programme for schools

A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England

Replication study in education

Who becomes a teacher and why?

Assessing the impact of Pupil Premium funding on primary school segregation and attainment

Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools

How to Get More People into Teaching? Comparing Undergraduates’ and Teacher Trainees’ Motivation and Perceptions of a Teaching Career

Can We Teach Non-Cognitive Outcomes? A Quasi-Experimental Study of Philosophy for Children

Editorial Introduction to the Special Issue “Teachers Matter—Improving Recruitment, Retention and Development of Teachers”

Delivering Music Education Training for Non-Specialist Teachers through Effective Partnership: A Kodály-Inspired Intervention to Improve Young Children’s Development Outcomes

Collaborators (13)

Xianan Hu

Peter Harris

Robert Klassen

Rebecca Morris

Elaine Munthe

Thomas Perry

Dong Nguyen

Michael Saiger

Dimitra Kokotsaki

Robin Banerjee

Antonina Tereshchenko

Nadia Siddiqui

Nada El Soufi

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