663 research outputs found
Influences on children’s attainment and progress in Key Stage 2: cognitive outcomes in Year 6
These reports forms part of a set of two reports that examine key influences on children’s Maths, English and social behavioural outcomes (self-regulation, pro-social behaviour, hyperactivity and anti-social behaviour) in Year 6 and on their progress across Key Stage 2. The sister report describes the results of analyses on children’s social/behavioural outcomes (ref: DCSF-RR049).
The report is from the effective pre-school and primary education 3 to 11 project (EPPE 3 to 11) which is longitudinal study using multi-level modelling investigating the effects of home background, pre-school and primary education on pupils’ attainment and social / behavioural development.
Around 3,000 children were recruited from 141 pre-school settings in 6 English LEAs at the age of 3+ between 1996 and 1999. The study followed these children through pre-school and into more than 900 primary schools in 100 local authorities
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
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
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
Recommended from our members
Researching Environments for Early Learning (REEL) Study
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CMB observations with the Jodrell Bank - IAC interferometer at 33 GHz
The paper presents the first results obtained with the Jodrell Bank - IAC
two-element 33 GHz interferometer. The instrument was designed to measure the
level of the Cosmic Microwave Background (CMB) fluctuations at angular scales
of 1 - 2 degrees. The observations analyzed here were taken in a strip of the
sky at Dec = +41 deg with an element separation of 16.7 lambda, which gives a
maximum sensitivity to ~1.6 deg structures on the sky. The data processing and
calibration of the instrument are described. The sensitivity achieved in each
of the two channels is 7 micro K per resolution element. A reconstruction of
the sky at Dec = +41 deg using a maximum entropy method shows the presence of
structure at a high level of significance. A likelihood analysis, assuming a
flat CMB spatial power spectrum, gives a best estimate of the level of CMB
fluctuations of Delta Tl = 43 (+13,-12) micro K for the range l = 109 +/- 19;
the main uncertainty in this result arises from sample variance. We consider
that the contamination from the Galaxy is small. These results represent a new
determination of the CMB power spectrum on angular scales where previous
results show a large scatter; our new results are in agreement with the
theoretical predictions of the standard inflationary cold dark matter models.Comment: 11 pages, 11 figures. Web site at
http://www.jb.man.ac.uk/research/cmb/ Accepted for publication in MNRA
Establishing the Effects of Quality in Early Childhood: Comparing Evidence from England
This is the final version. Available from Early Education via the URL in this record.This occasional paper examines the robustness of a paper published by Blanden, Hansen and McNally in February 2017 which sought to investigate the effects of quality within early education and care settings in England (Quality in Early Years Settings and Children's School Achievement, CEP Discussion Paper 1468, The London School of Economics). The authors question the validity of the conclusions reached by Blanden et al about the impact of quality in early childhood education in England
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