The economic benefits of effective reception classes

Report looking at the association between progress in maths and English during the reception year, and earnings in later life

The development of a computer assisted design, analysis and testing system for analysing students’ performance

Recent years have seen increased application of Computer Assisted Assessment (CAA) in education at various levels, and a variety of computer software systems have been developed for use in computer-based testing and analysis. However, many existing system are primarily designed to provide objective assessment of students and analysis of test items. The present study presents the development of a Computer Assisted Design, Analysis and Testing System (CADATS) that can be used by primary and secondary schools and other test organisations to undertake computer assisted assessment. The system incorporates an Item Response Theory (IRT) model – the Rasch model to facilitate the administration of IRT – based tests on computers and the analysis of test items and students’ performance using modern test theories. Specifically, the system has been created to design and undertake computer-based tests (CBTs), including the Computer Adaptive Tests (CATs), and to undertake diagnostic analysis on students’ performance at both individual and school levels in order to identify curriculum areas where students are under performing

Predictors of and barriers to service use for children at risk of ADHD: longitudinal study

Objective Many children with, or at risk of, ADHD do not receive healthcare services for their difficulties. This longitudinal study investigates barriers to and predictors of specialist health service use. Methods This is a five year follow-up study of children who participated in a cluster randomised controlled trial, which investigated school-level interventions (provision of books with evidence-based information and/or feedback of names of children) for children at risk of ADHD. 162 children who had high levels of ADHD symptoms at age 5 (baseline) were followed up at age 10 years. Using baseline data and follow-up information collected from parents and teachers, children who had and had not used specialist health services over the follow-up period were compared and predictors (symptom severity, comorbid problems, parental perception of burden, parental mental health, and socio-demographic factors) of specialist service use investigated. Results The most common parent-reported barrier reflected lack of information about who could help. Amongst children using specialist health services who met criteria for ADHD at follow-up, 36% had been prescribed stimulant medication. Specialist health service use was associated with each one-point increase in teacher-rated symptoms at baseline (inattention symptoms (adjusted OR = 1.40; 95% CI 1.12-1.76) and hyperactivity/impulsivity symptoms (adjusted OR = 1.23; 95% CI 1.05-1.44)). Parental mental health problems were also independently associated with service use (for each one-point increase in symptoms, adjusted OR = 1.41; 95% CI 1.04-1.91). Conclusions Severity of teacher-rated ADHD symptoms in early school years is a determinant of subsequent service use. Clinicians and teachers should be aware that parental mental health problems are independently associated with service use for children at risk of ADHD

Agent-based Classroom Environment Simulation: the Effect of Disruptive Schoolchildren’s Behaviour versus Teacher Control over Neighbours

Schoolchildren's academic progress is known to be affected by the classroom environment. It is important for teachers and administrators to under-stand their pupils' status and how various factors in the classroom may affect them, as it can help them adjust pedagogical interventions and management styles. In this study, we expand a novel agent-based model of classroom interac-tions of our design, towards a more efficient model, enriched with further param-eters of peers and teacher’s characteristics, which we believe renders a more re-alistic setting. Specifically, we explore the effect of disruptive neighbours and teacher control. The dataset used for the design of our model consists of 65,385 records, which represent 3,315 classes in 2007, from 2,040 schools in the UK

Changes in children’s cognitive development at the Start of School in England 2001–2008.

Since 1997, England has seen massive changes in the Early Years including the introduction of an early childhood curriculum, free pre-school education for three-year-olds and local programmes for disadvantaged communities. Many of these initiatives took time to introduce and become established. Beginning in 2001, and each year thereafter until 2008, the authors collected consistent data from thousands of children when they started school at the age of four on a range of variables, chosen because they are good predictors of later success. These included vocabulary, early reading and early mathematics. Children from the same set of 472 state primary schools in England were assessed each year. This paper contributes to the existing studies of educational trends over time by examining the extent to which children's scores on these measures changed over that period; in general, they were found to have remained stable

Effectiveness of biologics in Australian patients with rheumatoid arthritis: a large observational study: REAL

Background: The comparative effectiveness of biologic treatment regimens in a real world Australian population is unknown. Aim: To assess the effectiveness of biological disease-modifying anti-rheumatic drugs (bDMARD) as monotherapy or in combination with methotrexate and/or other conventional DMARD (cDMARD) for the treatment of rheumatoid arthritis (RA). Methods: A retrospective, non-interventional study was conducted that investigated the use of bDMARD in adult patients with RA in routine clinical practice. Data were extracted from the Optimising Patient Outcomes in Australian Rheumatology – Quality Use of Medicines Initiative database. Real-world effectiveness was measured using the 28-joint disease activity score (DAS28) and clinical disease activity index (CDAI) by treatment group at baseline, weeks 12 and 24. Results: A total of 2970 patients was included with a median (min–max) age of 60.0 (19.0–94.0) years and median (min–max) duration of RA before first bDMARD treatment of 6.0 (0.2–58.3) years. A total of 1177 patients received more than one bDMARD during the analysis period of 1 January 1997 to 15 August 2015. Patients had 4922 treatment ‘episodes’ (defined as a cycle of continuous individual bDMARD prescribing in a single patient). Patients received a mean (SD) of 1.7 (1.0) episodes of treatment with median (min–max) treatment duration of 0.7 (0–11.8) years; median treatment duration was higher with the first treatment episode. bDMARD were most commonly initiated in combination with methotrexate (73.9% of episodes) and least commonly as monotherapy (9.9% of episodes). Median (min–max) baseline DAS28 decreased from 5.3 (0–8.7) with the first bDMARD to 3.7 (0–8.8) with the second. Median baseline CDAI similarly decreased. Conclusions: Patients tended to persist longer on their first bDMARD treatment. bDMARD as monotherapy or in combination appear to be accepted treatment strategies in the real worl

Patient and caregiver priorities for medication adherence in gout, osteoporosis and rheumatoid arthritis: nominal group technique

Objectives: This study aimed to identify and prioritize factors important to patients and caregivers with regard to medication adherence in gout, osteoporosis (OP) and rheumatoid arthritis (RA), and to describe the reasons for their decisions. Methods: Patients with gout, OP and RA, and their caregivers purposively sampled from five rheumatology clinics in Australia, identified and ranked factors considered important for medication adherence using nominal group technique and discussed their decisions. An importance score (scale 0-1) was calculated, and qualitative data were analysed thematically. Results: From 14 focus groups, 82 participants (67 patients, 15 caregivers) identified 49 factors. The top five factors based on the ranking of all participants were trust in doctor (importance score 0.46), medication effectiveness (0.31), doctor's knowledge (0.25), side effects (0.23), medication taking routine (0.13). The order of the ranking varied by participant groupings with patients ranking trust in doctor the highest whilst caregivers ranked side effects the highest. Five themes reflecting the reasons for factors influencing adherence were: motivation and certainty in supportive individualised care; living well and restoring function; fear of toxicity and cumulative harm; seeking control and involvement; and unnecessarily difficult and inaccessible. Conclusions: Factors related to the doctor, medication properties and patients' medication knowledge and routine were important for adherence. Strengthening doctor-patient trust and partnership, managing side effects, and empowering patients with knowledge and skills for medicine-taking could enhance medication adherence in patients with rheumatic conditions