A selected list of publications from FairLab members
Ilie, S., Maragkou, K., Brown, A., & Kozman, E. (2022). No Budge for any Nudge: Information Provision and Higher Education Application Outcomes. Education Sciences, 12(10), 701. https://www.mdpi.com/2227-7102/12/10/701.
Thomson, H., Bellaera, L., Ilie, S., & Maragkou, K. (2022). Intermediate outcomes for higher education access and success. TASO Rapid Evidence Review. https://s33320.pcdn.co/wp-content/uploads/TASO-Report-%E2%80%93-Intermediate-outcomes-for-higher-education-access-and-success_stg4.pdf
Hofmann, R. & Ilie, S. (2022). A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps. Education Sciences, 12(5), 353-372. https://www.mdpi.com/2227-7102/12/5/353.
Ilie, S., Rose, P., & Vignoles, A. (2021). Understanding higher education access: Inequalities and early learning in low and lower‐middle‐income countries. British Educational Research Journal, 47(5), 1237-1258. https://doi.org/10.1002/berj.3723.
Sabates, R., Zhao, Y., Mitchell, R., & Ilie, S. (2021). Understanding the Non-market Social Benefits of Higher Education in Ethiopia: An Empirical and Contextual Analysis using Young Lives. Journal of Education Finance, 47(1), 45-70. https://www.muse.jhu.edu/article/806386.
Forbes, K., Howard, K., & Ilie, S. (2021). Individual and institutional perspectives on barriers to progression to higher education for students with English as an additional language. Widening Participation and Lifelong Learning, 23(2): 2021, 1-27: https://doi.org/10.17863/CAM.77458.
Bellaera, L., Weinstein-Jones, Y., Ilie, S., & Baker, S. T. (2021). Critical Thinking in Practice: The Priorities and Practices of Instructors Teaching in Higher Education. Thinking Skills and Creativity, 41, 100856. https://doi.org/10.1016/j.tsc.2021.100856.
Archer, R., Higton, J., Sibieta, L., Tahir, I., Trammell, L. T., Ilie, S., Vignoles, A., & Zhao, V. (2021). The road not taken: the drivers of course selection: The determinants and consequences of post-16 education choices. London: Social Mobility Commission. Literature Review. https://dera.ioe.ac.uk/38405/2/The_road_not_taken_-_review_of_literature.pdf.
Dimova, S., Culora, A., Brown, E.R., Ilie, S., Sutherland, A., Curran, S. (2021). Maximising the Impact of Teaching Assistants. Evaluation Report. London: Education Endowment Foundation. https://d2tic4wvo1iusb.cloudfront.net/documents/projects/MITA-evaluation-report.pdf.
Sutherland, A., Broeks, M., Ilie, S., Sim, M., Krapels, J., Brown, E., Belanger, J. (2021). Accelerated Reader. Main Evaluation Report. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Accelerated_Reader_-_final..pdf.
Ilie, S. & Broeks, M. (2021). Accelerated Reader. Addendum Report. London: Education Endowment Foundation.: https://educationendowmentfoundation.org.uk/public/files/Accelerated_Reader_-_final..pdf.
Maragkou, K. (2020). Socio-economic inequality and academic match among post-compulsory education participants. Economics of Education Review, 79, 102060. https://doi.org/10.1016/j.econedurev.2020.102060
Dimova, S.; Ilie, S.; Brown, E.R.; Broeks, M.; Culora, A.; Sutherland, A. (2020). The Nuffield Early Language Intervention. Evaluation Report. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Nuffield_Early_Language_Intervention.pdf.
Sutherland, A., Broeks, M., Sim, M., Brown, E., Iakovidou, E., Ilie, S., Jarke, H., Belanger, J. (2020). Digital Feedback in Primary Maths. Evaluation Report. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Digital_Feedback.pdf.
Jarke, H., Broeks, M., Dimova, S., Iakovidou, E., Thompson, G., Ilie, S., Sutherland, A., (2020). Evaluation of a Technology-based Intervention for Reading in UK Classroom Settings. RAND Research Report 4208. https://www.rand.org/content/dam/rand/pubs/research_reports/RR4200/RR4208/RAND_RR4208.pdf.
Ilie, S., Horner, A., Kaye, N., Curran, S. (2019). Financial support and undergraduate outcomes. University of Cambridge Report. https://www.cao.cam.ac.uk/admissions-research/financial-support-and-undergraduate-outcomes-2019.
Vermunt, J. D., Ilie, S., & Vignoles, A. (2018). Building the foundations for measuring learning gain in higher education: a conceptual framework and measurement instrument. Higher Education Pedagogies, 3(1), 266-301. https://doi.10.1080/23752696.2018.1484672.
Rose P., & Ilie, S. (2017). Who benefits from public spending on higher education in South Asia and sub-Saharan Africa?. Compare: An International Journal of Comparative and International Education: 48(4), 630-647. http://dx.doi.org/10.1080/03057925.2017.1347870.
Ilie, S., Sutherland, A., & Vignoles, A. (2017). Revisiting free school meal eligibility as a proxy for pupil socio‐economic deprivation. British Educational Research Journal, 43(2), 253-274. https://doi.org/10.1002/berj.3260.
Ilie, S., & Rose, P. (2016). Is equal access to higher education in South Asia and sub-Saharan Africa achievable by 2030? Higher Education, 72, 435–455, https://doi.org/10.1007/s10734-016-0039-3.
Rose, P., Sabates, R., Alcott B., & Ilie, S . (2016). Overcoming Inequalities within Countries to Achieve Global Convergence in Learning. A Background Paper to the Education Commission ‘The Learning Generation’ Report. https://report.educationcommission.org/wp-content/uploads/2016/11/Overcoming-Inequalities-within-Countries.pdf.