90 research outputs found
Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland
The Effective Pre-school Provision in Northern Ireland (EPPNI) project is a longitudinal study of child development from 3 to 11 years. It is one of the first large-scale UK projects to investigate the effects of different kinds of preschool provision, and to relate experience in preschool to child development. In EPPNI, 683 children were randomly selected from 80 preschools, and 151 children were recruited without preschool experience. Progress was then followed from age 3 to age 11. Preschool experience was related to age 11 performance in English and mathematics. High-quality preschools show consistent effects that are reflected not only in improved attainment in Key Stage 2 English and mathematics but also in improved progress in mathematics over primary school. Children who attended high-quality preschools were 2.4 times more likely in English, and 3.4 times more likely in mathematics, to attain Level 5 than children without preschool experience
Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Variations in Teacher and Pupil Behaviours in Year 5 Classes
The EPPE 3-11 Project builds on the work of the earlier Effective Provision of Pre-School Education (EPPE) project, which was the first major longitudinal study in Europe to investigate the impact of pre-school provision on a national sample of young children, tracing their development between the ages of 3 and 7 years. EPPE 3-11 follows the same sample of 2500 plus children to age 11 years, the end of Key Stage 2 (KS2). This research brief reports the results of detailed observations of practice conducted in 125 Year 5 classes attended by EPPE children, and measures the variation in teachers\u27 organisation and pedagogy and in pupils\u27 responses. The brief describes patterns of association between indicators of primary school effectiveness (measured using value added approaches and national assessment results) and quality (measured by Ofsted inspection grades) and differences between Year 5 classes in observed practice and behaviour. The observations were conducted in a range of lessons with a particular emphasis on the core subjects
Effective Pre-School and Primary Education 3-11 project(EPPE 3-11): pupilsā self-perceptions and views of primary school 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 childrenās
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 childrenās outcomes in Year 5 and aspects of pupilsā 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 childrenās progress and development over time
and their self-perceptions and views of primary school
Virtual and augmented reality and pre-service teachers: Makers from muggles?
This study examined the impact of a brief immersive experience with virtual reality (VR) on pre-service teachers' self-efficacy and attitudes towards technology in education. The study found that although pre-service teachers were aware of VR and augmented reality (AR) technologies, they lacked experience using them. The intervention had a positive impact on their beliefs and confidence in using innovative information and communications technology in the classroom. The findings suggest that brief interventions can serve as a means for pre-service teachers to evaluate their digital skills and develop an action plan to enhance them. Additionally, the study highlights the potential barriers to implementation faced by teachers, including the pace of technological change, lack of embedding time and funding constraints. This research contributes to the limited literature on the use of VR in teacher education and suggests that immersive experiences with technology can foster positive attitudes towards innovation, curiosity and skill development. The study provides implications for teacher education programs and policymakers regarding the potential of VR and AR technologies in education and the importance of supporting teachers in developing their digital skills
Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): The influence of school and teaching quality on children's progress in primary school Research brief
The Effective Pre-School and Primary Education 3-11 (EPPE 3-11) project investigates the impact of preschool, primary school and the family on a range of outcomes for a national sample of 2500+ young children in England between the ages of 3 and 11 years. This Research Brief presents analyses drawing on detailed observations of primary teachersā classroom practices in a sub-sample of 125 classes attended by EPPE 3-11 children during the time they were in Year 5 of primary school (age 10 years). It investigates the relationships between different classroom-level practices and childrenās progress in cognitive (Reading and Maths) and social/behavioural (Self-regulation, Hyperactivity, Pro-social and Anti-social behaviour) outcomes from Year 1 (age 6) to Year 5 (age 10). The analyses also explore associations between childrenās outcomes and broader measures of overall school characteristics derived from teacher questionnaires and Ofsted inspection reports
Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Influences on children's cognitive and social development in Year 6 Research brief
The Effective Pre-School and Primary Education 3-11 project (EPPE 3-11) investigates the impact of background factors, pre-school and school experiences on a national sample of young children in England between the ages of 3 and 11 years. This Research Brief focuses on the relationships between various child, family, home, pre-school and primary school characteristics and childrenās subsequent cognitive (English and Mathematics) and social/behavioural outcomes (āSelf-regulationā, āPro-socialā behaviour, āHyperactivityā and āAnti-socialā behaviour) at age 11 in Year 6 of primary school. It also investigates childrenās academic and developmental progress across Key Stage 2 (between Year 2 and Year 6). The brief explores the continuing influence of pre-school and the combined influence of pre-school and primary school experience on childrenās cognitive and social/behavioural outcomes. These findings update and extend earlier analyses of pupilsā outcomes in Year 2 and 5 (see Sammons et al., 2004; 2007a; 2007b) and form the end point of the primary phase of the research
Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14): Influences on studentsā development in Key Stage 3: Social-behavioural outcomes in Year 9 Research brief
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the cognitive 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 child, family, home, pre-, primary and secondary school characteristics and studentsā social-behavioural development in Year 9 at secondary school (age 14). It compares these latest findings with those found for social-behavioural development at younger ages, highlights the specific influences of secondary school on studentsā social-behavioural outcomes in Year 9 and changes in these developmental outcomes between the ages of 11 and 14. The social-behavioural development of young people is important in its own right because it contributes to well-being, but also because it can influence current and future academic achievement, and shape developmental pathways. EPPSE derived four measures of social behaviour from individual student assessments made by teachers. These are āself-regulationā (problem-solving, motivation, self-confidence, assertiveness etc.), āpro-social behaviourā (peer empathy, co-operation, altruism etc.), āhyperactivityā (reduced self-control, impulsiveness etc.) and āanti-social behaviourā (verbal abuse, aggression etc.)
Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14): Influences on studentsā development in Key Stage 3: Social-behavioural outcomes in Year 9 Research brief
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the cognitive 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 child, family, home, pre-, primary and secondary school characteristics and studentsā social-behavioural development in Year 9 at secondary school (age 14). It compares these latest findings with those found for social-behavioural development at younger ages, highlights the specific influences of secondary school on studentsā social-behavioural outcomes in Year 9 and changes in these developmental outcomes between the ages of 11 and 14. The social-behavioural development of young people is important in its own right because it contributes to well-being, but also because it can influence current and future academic achievement, and shape developmental pathways. EPPSE derived four measures of social behaviour from individual student assessments made by teachers. These are āself-regulationā (problem-solving, motivation, self-confidence, assertiveness etc.), āpro-social behaviourā (peer empathy, co-operation, altruism etc.), āhyperactivityā (reduced self-control, impulsiveness etc.) and āanti-social behaviourā (verbal abuse, aggression etc.)
Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14): Influences on studentsā attainment and progress in Key Stage 3: Academic outcomes in English, maths and science in Year 9 Full report
Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14): Influences on studentsā dispositions in Key Stage 3: Exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concepts in Year 9 Research brief
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 reports on studentsā dispositions when they were age 14 (Year 9) in six main areas: āenjoyment of schoolā, āacademic self conceptā (English and maths), āpopularityā, ācitizenship valuesā and āanxietyā. 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 studentsā academic and social-behavioural outcomes
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