637 research outputs found
Exploring pupils' views of primary school in Year 5
A range of information about pupilsâ self-perceptions and views of their primary school
were collected as part of the Effective Provision of Pre-school and Primary Education
(EPPE 3-11) Project. The EPPE 3-11 study is funded by the Department for Children,
Schools and Families (DCSF) and has followed childrenâs development from pre-school
through to the end of primary school and explored evidence of educational influences in
pre-school and primary school, as well as the impact of child, family and home learning
environment (HLE) characteristics as predictors of pupilsâ outcomes (attainment,
social/behavioural development and self-perceptions). In Year 5 the âAll About Me and My
Schoolâ questionnaire included information about pupilsâ views of their primary school. A
range of statistical methods has been used to investigate results for 2528 pupils for whom
at least one pupilsâ views of primary school outcome measure was collected in Year 5
Influences on pupils' self-perceptions in primary school: enjoyment of school,anxiety and isolation, and self-image in year 5
This report presents the results of analyses of pupilsâ self-perceptions in primary school. It
is part of the longitudinal Effective Pre-school and Primary Education 3-11 (EPPE 3-11)
research project funded by the Department for Children, Schools and Families (DCSF).
The focus of this report is pupilsâ self-perceptions in Year 5 (age 10) in four key areas:
âEnjoyment of schoolâ; âAcademic self-imageâ; âBehavioural self-imageâ and âAnxiety and
Isolationâ. Reports on pupilsâ cognitive and social/behavioural development at this age
have been published separately (Sammons et al., 2007a; 2007b).
The original EPPE sample was recruited to the study at age 3 years plus and monitored to
the end of Key Stage 1 (Year 2) in primary school. An additional âhomeâ sample of
children (who had not attended a pre-school setting) was recruited when the pre-school
sample started primary school. The EPPE 3-11 extension is following up the sample to
the end of primary school (age 11 years plus). In addition to exploring pre-school
influences, EPPE 3-11 research identifies the influence of primary school on a range of
pupilsâ educational outcomes, as well as investigating any continuing pre-school effects.
EPPE 3-11 involves the collection and analysis of a range of data about pupilsâ
development, child, family and home learning environment (HLE) characteristics and the
characteristics of the schools attended. Additional value added measures of primary
school academic effectiveness have been derived from independent statistical analyses of
National data sets conducted for all primary schools in England (Melhuish et al., 2006) as
part of the study. These have been incorporated into the EPPE 3-11 child database to
provide indicators of the academic effectiveness of primary schools attended which
complement the measures on pre-school settings. Thus, it is possible to explore both preschool and primary school influences on pupilsâ outcomes in Year 5.
Questionnaires were administered to children asking their views about school and
classroom life. These provided measures of pupilsâ self-perceptions in Year 2 and again
in Year 5 in terms of âEnjoyment of schoolâ, âAnxiety and Isolationâ and âAcademic selfimageâ and âBehavioural self-imageâ. A range of statistical methods have been used to
investigate results for 2520 pupils for whom at least one self-perception outcome measure
was collected in Year 5
Influences on studentsâ attainment and progress in Key Stage 3: academic outcomes in English, Maths and Science in Year 9
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Research Brief focuses on the relationships between a range of individual student, family, home, pre-, primary and secondary school characteristics and students\u27 academic attainment in English, maths and science in Year 9 at secondary school (age 14). It compares the latest findings with those found for students\u27 attainment at younger ages. It also highlights the influences of secondary school on students\u27 attainment in the core curriculum areas and studies their academic progress across Key Stage 3 between the ages of 11 and 14
Effective pre-school, primary and secondary education project (EPPSE 3-14): studentsâ reports of their experiences of school in Year 9
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has inves tigated the academic and social
behavioural (+ in the later stages the affective)
development of approximately 3,000 children from the age of 3+ years since 1997. This report presents the results of analyses related to studentâs experiences in Year 9 (age 14), with the purpose of creating measures of both school and classroom life as experienced by students. These measures have been used in the analysis of academic and social-behavioural outcomes as well as dispositions to investigate whether a studentâs reported experience of school can significantly predict outcomes in other areas. The findings highlight the importance of the âstudent voiceâ and provide an insight into the experiences of teenagers in the first decade of the 21st Century
Attitudes of Consumers Towards Islamic and Conventional Credit Cards in Indonesia
This study aims to analyze the attitudes of consumers towards Islamic and conventional credit cards. Using online questionnaire survey data from 51 respondents in Surabaya, East Java, the study revealed that most consumers possessed credit cards because of their convenience factor, relationship with their existing bank, and card salesmen. Therefore, the sale is the most powerful way to invite the community to have an Islamic credit card. Many customers do not care whether their credit cards are Islamic based or not, as long as the salesman promoted cards to them and the cards are able to meet their personal needs, especially for sales and purchase transactions online, they will utilize the cards. The large number of Muslims in Surabaya should be a share of the lucrative market for Islamic credit cards. Therefore, the education about the Islamic manner of consumption and the dangers of usury should be promoted in Surabaya.DOI: 10.15408/etk.v16i2.551
Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): influences on studentsâ dispositions in Key Stage 3: exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concept in Year 9
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Report and Research Brief reports on studentsâ dispositions when they were age 14 (Year 9) in six main areas: âenjoyment of schoolâ, âacademic self conceptâ (English and maths), âpopularityâ, âcitizenship valuesâ and âanxietyâ. It examines how these dispositions have changed during Key Stage 3 (KS3) and the relationships between dispositions and a range of individual student, family, home, pre-, primary and secondary school measures. It shows how school experiences help to shape dispositions, and also explores the relationships between dispositions to school and studentsâ academic and social-behavioural outcomes. The findings highlight the importance of the âstudent voiceâ and provides an insight into the experiences of teenagers in the first decade of the 21st Century
Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): influences on studentsâ dispositions in Key Stage 3: exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concept in Year 9
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Report and Research Brief reports on studentsâ dispositions when they were age 14 (Year 9) in six main areas: âenjoyment of schoolâ, âacademic self conceptâ (English and maths), âpopularityâ, âcitizenship valuesâ and âanxietyâ. It examines how these dispositions have changed during Key Stage 3 (KS3) and the relationships between dispositions and a range of individual student, family, home, pre-, primary and secondary school measures. It shows how school experiences help to shape dispositions, and also explores the relationships between dispositions to school and studentsâ academic and social-behavioural outcomes. The findings highlight the importance of the âstudent voiceâ and provides an insight into the experiences of teenagers in the first decade of the 21st Century
The role of pre-school quality in promoting resilience in the cognitive development of young children
The study reported here investigates the role of pre-school education as a protective factor in the development of children who are at risk due to environmental and individual factors. This investigation builds upon earlier research by examining different kinds of 'quality' in early education and tests the hypothesis that pre-schools of high quality can moderate the impacts of risks upon cognitive development. Cognitive development was measured in 2857 English pre-schoolers at 36 and 58 months of age, together with 22 individual risks to children's development, and assessments were made of the quality of their pre-school provision. Multilevel Structural Equation Modelling revealed that: the global quality of pre-school can moderate the effects of familial risk (such as poverty); the relationships between staff and children can moderate the effects of child level risk (such as low birth weight); and the specific quality of curricular provision can moderate the effects of both. Policy makers need to take quality into account in their efforts to promote resilience in young 'at risk' children through early childhood services
Relationships between pupilsâ 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 childrenâs
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 childrenâs outcomes in Year 5 and aspects of pupilsâ 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 childrenâs progress and development over time
and their self-perceptions and views of primary school
First Field Collection of the Rough Sweetpotato Weevil, Blosyrus asellus (Olivier) (Coleoptera: Curculionidae), on Hawaii Island, with Notes on Detection Methods
Rough sweetpotato weevil, Blosyrus asellus (Olivier) (Coleoptera: Cur- culionidae), was first detected in the state of Hawaii at a commercial Okinawan sweetpotato farm in Waipio, Oahu, on 14 November 2008. Damage by this weevil species differs from other weevil pests of sweetpotato in Hawaii in that the rough sweetpotato weevil grubs feed on the surface of the sweetpotato root, creating channels on the surface of the root that damage the root and decrease its market- ability. Reported here is the first detection of this pest in sweetpotato fields on the island of Hawaii (Pepeekeo), in October 2014, with subsequent documentation in Paauilo (November 2014) and Papaikou (May 2015). Also reported is a trapping system that incorporates a solar powered green light emitting diode (LED) that can be used for detection, and some level of control, of this pest species in the field. Given our experience that a green light trap containing a sweetpotato-based bait has some attraction for the sweetpotato weevil (Cylas formicarius [Summers] [Coleoptera: Brentidae]), the West Indian sweetpotato weevil (Euscepes postfas- ciatus [Fairmaire] [Coleoptera: Curculionidae]) and the rough sweetpotato weevil, there is hope that this trap design could also detect the presence of other weevil pests of sweetpotato that might invade Hawaii
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