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

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

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

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

Evaluation of the Graduate Leader Fund: Factors relating to quality: findings from the baseline study

This is the final version of the report. Available from the Department for Education via the link in this record.

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

Genus-Specific Carbon Fixation Activity Measurements Reveal Distinct Responses to Oxygen among Hydrothermal Vent Campylobacteria

Molecular surveys of low temperature deep-sea hydrothermal vent fluids have shown that Campylobacteria (previously Epsilonproteobacteria) often dominate the microbial community and that three genera, Arcobacter, Sulfurimonas, and Sulfurovum, frequently coexist. In this study, we used replicated radiocarbon incubations of deep-sea hydrothermal fluids to investigate activity of each genus under three experimental conditions. To quantify genus-specific radiocarbon incorporation, we used newly designed oligonucleotide probes for Arcobacter, Sulfurimonas, and Sulfurovum to quantify their activity using catalyzed-reporter deposition fluorescence in situ hybridization (CARD-FISH) combined with fluorescence-activated cell sorting. All three genera actively fixed CO2 in short-term (similar to 20 h) incubations, but responded differently to the additions of nitrate and oxygen. Oxygen additions had the largest effect on community composition, and caused a pronounced shift in community composition at the amplicon sequence variant (ASV) level after only 20 h of incubation. The effect of oxygen on carbon fixation rates appeared to depend on the initial starting community. The presented results support the hypothesis that these chemoautotrophic genera possess functionally redundant core metabolic capabilities, but also reveal finer-scale differences in growth likely reflecting adaptation of physiologically-distinct phylotypes to varying oxygen concentrations in situ. Overall, our study provides new insights into how oxygen controls community composition and total chemoautotrophic activity, and underscores how quickly deep-sea vent microbial communities respond to disturbances. IMPORTANCE Sulfidic environments worldwide are often dominated by sulfur-oxidizing, carbon-fixing Campylobacteria. Environmental factors associated with this group's dominance are now understood, but far less is known about the ecology and physiology of members of subgroups of chemoautotrophic Campylobacteria. In this study, we used a novel method to differentiate the genus-specific chemoautotrophic activity of three subtypes of Campylobacteria. In combination with evidence from microscopic counts, chemical consumption/production during incubations, and DNA-based measurements, our data show that oxygen concentration affects both community composition and chemoautotrophic function in situ. These results help us better understand factors controlling microbial diversity at deep-sea hydrothermal vents, and provide first-order insights into the ecophysiological differences between these distinct microbial taxa

National evaluation of the neighbourhood nurseries: integrated report

Report description: The NNI was launched in 2001 to provide high quality childcare in the most disadvantaged neighbourhoods of England, to help parents into employment, reduce child poverty and boost children’s development. By 2005 45,000 new childcare places had been created in approximately 1,400 neighbourhood nurseries. This report brings together the findings of the four individual strands of the National Evaluation of Neighbourhood Nurseries Initiative as shown above and makes a number of recommendations. The report shows the rationale for the government’s strategy in targeting disadvantaged neighbourhoods and in focusing on high quality childcare to provide the link between raising parental employment and income and improving children’s life chances