The influence of school and teaching quality on children’s progress in primary school

This report investigates the way school and classroom processes affect the cognitive progress and social/behavioural development of children between the ages of 6 (Year 1) and 10 (Year 5) in primary schools in England. The research is part of the larger longitudinal study of Effective Pre-School and Primary Education (EPPE 3-11) funded by the Department for Children, Schools and Families (DCSF) that is following children’s cognitive and social/behavioural development from ages 3 to 11 years. The EPPE 3-11 study investigates both pre-school and primary school influences on children’s attainment, progress and social/behavioural development. This report describes the results of quantitative analyses based on a subsample of 1160 EPPE children across Year 1 to 5 of primary education. The research builds on the earlier analyses of children’s Reading and Mathematics attainments and social/behavioural outcomes in Year 5 for the full EPPE 3-11 sample (see Sammons, 2007a; 2007b), by investigating relationships between children’s outcomes and measures of classroom processes, collected through direct observation of Year 5 classes in 125 focal schools chosen from the larger EPPE 3-11 data set. The analyses also explore patterns of association between children’s outcomes and broader measures of overall school characteristics derived from teacher questionnaires and Ofsted inspection reports for this sub-sample of schools

Tracking pupil mobility over the pre-school and primary school period: evidence from EPPE 3-11

This report describes the ‘tracking’ of the EPPE 3-11 sample and then goes on to examine the possible influence of mobility on EPPE 3-11 children’s cognitive progress and social/behavioural development over both the pre-school and primary school period. In the present research ‘mobility’ is defined as having changed pre-school or school centre at least once. The aims of the research are: • To determine possible means of reducing attrition in a longitudinal sample - tracking • To identify any likely predictors of mobility, that is, whether mobile individuals share any defining characteristics; • To investigate the effects of mobility when predicting children’s cognitive and social/behavioural outcomes, controlling for other background factors; • To investigate the effects of children’s mobility in terms of the academic effectiveness of the schools attended and to which children moved

Relationships between pupils’ self-perceptions, views of primary school and their development in Year 5

The Effective Pre-school and Primary Education Project 3-11 (EPPE 3-11) is a largescale longitudinal study of the impact of pre-school and primary school on children’s developmental outcomes, both cognitive and social/behavioural. The study has been following children from the start of pre-school (at age 3 years plus) through to the end of primary school. Previous reports have focused on the educational and social/behavioural outcomes of the EPPE 3-11 sample at the end of Year 5 (age 10) and progress from the end of Year 1 (age 6) to the end of Year 5 (age 10) in primary school (Sammons et al., 2007a; 2007b). The research also explored the predictive power of a wide variety of child, parent, and family characteristics on attainment and development, including the Early years home learning environment (HLE) during the years of preschool and aspects of the later HLE during Key stage 1 of primary school (Sammons et al., 2002; 2003; Sylva et al., 2004). This research builds on earlier reports (Sammons et al., 2007a; 2007b) by investigating relationships between children’s outcomes in Year 5 and aspects of pupils’ selfperceptions and their views of primary school, measured in Year 5 (age 10) and in Year 2 (age 7) of primary school, controlling for background characteristics. These measures have been derived from a self-report instrument completed by EPPE 3-11 children. The analyses explored associations between children’s progress and development over time and their self-perceptions and views of primary school

Pupils' self-perceptions and views of primary school in year 5

The Effective Pre-School and Primary Education 3-11 (EPPE 3-11) project investigates the impact of preschool, primary school and family on a range of outcomes for a national sample of approximately 2,800 children in England between the ages of 3 and 11 years. This Research Brief presents findings on pupils’ Self-perceptions (‘Enjoyment of school’, ‘Anxiety and Isolation’, ‘Academic self-image’ and ‘Behavioural self-image’) and their views of different features of primary school (‘Teachers’ support for pupils’ learning’, ‘Headteacher qualities’ and ‘Positive social environment’) in Year 5. The analyses involved two steps: first, differences in pupils’ Self-perceptions and Views of primary school measured at Year 5 were explored, in relation to child, family and Home Learning Environment (HLE) characteristics. Second, the relationships between pupils’ Self-perceptions and their Views of primary school and educational outcomes and progress, both cognitive (Reading and Mathematics) and social/behavioural (‘Self-regulation’, ‘Hyperactivity’, ‘Pro-social’ and ‘Anti-social’ behaviour) were investigated. The analyses also explored pupils’ Self-perceptions measured at a younger age (Year 2) and how they relate to children’s later cognitive and social/behavioural outcomes in Year 5 and progress from Year 1 to Year 5

Inelastic nucleon contributions in (e,e′)(e,e^\prime) nuclear response functions

We estimate the contribution of inelastic nucleon excitations to the $(e,e^\prime)$ inclusive cross section in the CEBAF kinematic range. Calculations are based upon parameterizations of the nucleon structure functions measured at SLAC. Nuclear binding effects are included in a vector-scalar field theory, and are assumed have a minimal effect on the nucleon excitation spectrum. We find that for q\lsim 1 GeV the elastic and inelastic nucleon contributions to the nuclear response functions are comparable, and can be separated, but with roughly a factor of two uncertainty in the latter from the extrapolation from data. In contrast, for q\rsim 2 GeV this uncertainty is greatly reduced but the elastic nucleon contribution is heavily dominated by the inelastic nucleon background.Comment: 20 pages, 7 figures available from the authors at Department of Physics and Astronomy, University of Rochester, Rochester NY 1462

Ground state correlations and mean-field in 16^{16}O: Part II

We continue the investigations of the $^{16}$O ground state using the coupled-cluster expansion [$\exp({\bf S})$] method with realistic nuclear interaction. In this stage of the project, we take into account the three nucleon interaction, and examine in some detail the definition of the internal Hamiltonian, thus trying to correct for the center-of-mass motion. We show that this may result in a better separation of the internal and center-of-mass degrees of freedom in the many-body nuclear wave function. The resulting ground state wave function is used to calculate the "theoretical" charge form factor and charge density. Using the "theoretical" charge density, we generate the charge form factor in the DWBA picture, which is then compared with the available experimental data. The longitudinal response function in inclusive electron scattering for $^{16}$O is also computed.Comment: 9 pages, 7 figure

Nuclear model effects in Charged Current neutrino--nucleus quasielastic scattering

The quasielastic scattering of muon neutrinos on oxygen 16 is studied for neutrino energies between 200 MeV and 1 GeV using a relativistic shell model. Final state interactions are included within the distorted wave impulse approximation, by means of a relativistic optical potential, with and without imaginary part, and of a relativistic mean field potential. For comparison with experimental data the inclusive charged--current quasielastic cross section for $\nu_\mu$--$^{12}C$ scattering in the kinematical conditions of the LSND experiment at Los Alamos is also presented and briefly discussed.Comment: 4 pages, 5 figures, two-column format. Accepted as brief report in Phys. Rev.

Superscaling in inclusive electron-nucleus scattering

We investigate the degree to which the scaling functions $F(\psi')$ derived from cross sections for inclusive electron-nucleus quasi-elastic scattering define the same function for different nuclei. In the region where the scaling variable $\psi'< 0$, we find that this superscaling is experimentally realized to a high degree.Comment: Corrected previously mislabeled figures and cross references; 9 pages, 4 color figures, using BoxedEPS and REVTeX; email correspondence to [email protected]

High-spin states with seniority v=4,4,6 in 119-126Sn

The 119-126Sn nuclei have been produced as fission fragments in two reactions induced by heavy ions: 12C+238U at 90 MeV bombarding energy, 18O+208Pb at 85 MeV. Their level schemes have been built from gamma rays detected using the Euroball array. High-spin states located above the long-lived isomeric states of the even- and odd-A 120-126Sn nuclei have been identified. Moreover isomeric states lying around 4.5 MeV have been established in 120,122,124,126Sn from the delayed coincidences between the fission fragment detector SAPhIR and the Euroball array. The states located above 3-MeV excitation energy are ascribed to several broken pairs of neutrons occupying the nu h11/2 orbit. The maximum value of angular momentum available in such a high-j shell, i.e. for mid-occupation and the breaking of the three neutron pairs, has been identified. This process is observed for the first time in spherical nuclei.Comment: 20 pages, 22 figures, 12 tables, accepted for publication in Physical Review