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A Tribute To Doreen Massey (3 January 1944-11 March 2016), Noel Castree

Faculty of Social Sciences - Papers (Archive)

Great people not only make waves during their lifetime; they continue to influence and inspire others long after they have gone. Doreen Massey's passing is hard to bear, but her large and extraordinarily rich legacy will endure. She was a truly exceptional geographer and one, moreover, esteemed far beyond her chosen discipline. She was a philosopher, empirical researcher, educator, political activist and, in recent years, a public intellectual. Her geography knew few topical bounds, spanning the economic, political, cultural and even physical parts of the subject. Her theoretical-political lenses were equally wide angle, but avowedly of the Left. She authored …

Reducing Electronic Media Use In 2-3 Year-Old Children: Feasibility And Efficacy Of The Family@Play Pilot Randomised Controlled Trial, Trina Hinkley, Dylan P. Cliff, Anthony D. Okely

Faculty of Social Sciences - Papers (Archive)

Background Participation in electronic media use among 2-3 year olds is high and associated with adverse health and developmental outcomes. This study sought to test the feasibility and potential efficacy of a family-based program to decrease electronic media (EM) use in 2-3-year-old children. Methods Family@play was a six-session pilot randomised controlled trial delivered to parents of 2-3 year-old children from August to September 2012 in a community environment in the Illawarra region of New South Wales, Australia. Development of program content was guided by Social Cognitive and Family Systems Theories. The primary outcome was children's electronic media use. Secondary outcomes …

Derivation Of High-Resolution Mri Atlases Of The Human Cerebellum At 3 T And Segmentation Using Multiple Automatically Generated Templates, Min Tae M. Park, Jon Pipitone, Lawrence H. Baer, Julie L. Winterburn, Yashvi Shah, Sofia Chavez, Mark M. Schira, Nancy J. Lobaugh, Jason P. Lerch, Aristotle N. Voineskos, M Mallar Chakravarty

Faculty of Social Sciences - Papers (Archive)

The cerebellum has classically been linked to motor learning and coordination. However, there is renewed interest in the role of the cerebellum in non-motor functions such as cognition and in the context of different neuropsychiatric disorders. The contribution of neuroimaging studies to advancing understanding of cerebellar structure and function has been limited, partly due to the cerebellum being understudied as a result of contrast and resolution limitations of standard structural magnetic resonance images (MRI). These limitations inhibit proper visualization of the highly compact and detailed cerebellar foliations. In addition, there is a lack of robust algorithms that automatically and reliably …

Relative Validity Of 3 Accelerometer Models For Estimating Energy Expenditure During Light Activity, Alexander Allan Wetten, Marijka Batterham, Sze Yen Tan, Linda Tapsell

Faculty of Social Sciences - Papers (Archive)

Background: With physical inactivity inextricably linked to the increasing prevalence of obesity, there is a need for validated methods that measure free-living energy expenditure (EE) within sedentary environments. While accelerometers enable these measurements, few studies have compared device accuracy in such settings. The aim of this study was to investigate the relative validity of the Actigraph, RT3 and SenseWear Armband (SWA). Methods: Twenty-three (11 male, 12 female) participants (age: 25.3 ± 6.3 yr; BMI: 22.6 ± 2.7) wore 3 accelerometers at designated sites during a 4-hour stay in the Whole Room Calorimeter (WRC). Participants performed 2 10-minute bouts of light-intensity …

Factors That Influence Consumption Of Fish And Omega-3 Enriched Foods: A Survey Of Australian Families With Young Children, Setyaningrum Rahmawaty, Karen Charlton, Philippa Lyons-Wall, Barbara J. Meyer

Faculty of Social Sciences - Papers (Archive)

Aim: The present study aimed to identify factors that influence the consumption of fish and foods that are enriched with omega-3 long-chain polyunsaturated fatty acids (n-3 LCPUFA), in order to inform the development of effective nutrition education strategies. Methods: A cross-sectional, 10-item self-administered survey was conducted to 262 parents of children aged 9-13 years from a regional centre in New South Wales. Parents were asked questions related to frequency of consumption, and to identify factors that either encouraged or prevented the provision of fish/seafood and/or n-3 LCPUFAenriched foods for their families. Results: Salmon, canned tuna, prawn and take-away fish were …

The Learning Life Course Of At 'Risk' Children Aged 3-16: Perceptions Of Students And Parents About 'Succeeding Against The Odds', Iram Siraj-Blatchford, Aziza Mayo, Edward Melhuish, Brenda Taggart, Pam Sammons, Kathy Sylva

Faculty of Social Sciences - Papers (Archive)

Understanding how we can support children through their learning life course has become a policy imperative, particularly those children from poor homes who would normally be facing a low achiever trajectory. The paper reports on 50 in-depth Child and Family Case Studies (CFCS) that were conducted as part of the Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3-16) research project. The CFCS was designed as a mixedmethods study in order to look at why and when certain children manage to succeed 'against the odds' while others do not. Using in-depth interviews with students, parents and teachers, quantitative data …

Final Report From The Key Stage 3 Phase: Influences On Students' Development From Age 11-14, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart

Faculty of Social Sciences - Papers (Archive)

Since 1997 the Effective Pre-school, Primary and Secondary Education project (EPPE/EPPSE) has investigated the attainment and development of approximately 3,000 children from pre-school to the end of Key Stage 3 (KS3). This current phase of the research explored how different phases of education, especially secondary school, are related to students' attainment, social behaviour and dispositions at age 14 (Year 9 in secondary school) and the factors that predict developmental change. However, schools are not the only influence on students' development; families and communities matter too and these 'social' influences are carefully studied in EPPSE 3-14. The net effects of neighbourhood, …

Influences On Students' Attainment And Progress In Key Stage 3: Academic Outcomes In English, Maths And Science In Year 9, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Katalin Toth, Diana Draghici, Rebecca Smees

Faculty of Social Sciences - Papers (Archive)

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' 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' attainment at younger ages. It also highlights the influences of secondary school on students' attainment in the core curriculum areas and studies their academic …

Influences On Students' Dispositions In Key Stage 3: Exploring Enjoyment Of School, Popularity, Anxiety, Citizenship Values And Academic Self-Concepts In Year 9, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Rebecca Smees, Diana Draghici, Katalin Toth

Faculty of Social Sciences - Papers (Archive)

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 students' dispositions when they were age 14 (Year 9) in six main areas: 'enjoyment of school', 'academic self concept' (English and maths), 'popularity', 'citizenship values' and 'anxiety'. 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, …

Influences On Students' Development In Key Stage 3: Social-Behavioural Outcomes In Year 9, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Diana Draghici, Rebecca Smees, Katalin Toth

Faculty of Social Sciences - Papers (Archive)

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 students' 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 students' social-behavioural outcomes in Year 9 and changes in these developmental outcomes between the ages of 11 and …

Performing Against The Odds: Developmental Trajectories Of Children In The Eppse 3 To 16 Study: Brief, Iram Siraj-Blatchford, Aziza Mayo, Edward Melhuish, Brenda Taggart, Pam Sammons, Kathy Sylva

Faculty of Social Sciences - Papers (Archive)

The Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3-16) project is a large scale, longitudinal, mixed-method research study that has followed the progress of 3000+ children since 1997 from the age of 3 to 16 years. The EPPSE project uses a mixed-methods approach to investigate how child, family, pre-school and school characteristics interact and contribute to children's development up to early secondary age.

This research uses case studies to explore why and when certain children 'succeed against the odds' while others fall further behind, and also when and why some 'privileged' children fall behind despite their positive circumstances.

Neoliberalism And The Biophysical Environment 3: Putting Theory Into Practice, Noel Castree

Faculty of Social Sciences - Papers (Archive)

There now exists a significant body of theoretically informed empirical research into 'neoliberal environments'. It comprises numerous studies which together explore the connections between neoliberal principles and policies, on the one side, and the biophysical world on the other. However, making sense of them is by no means straightforward, despite their common focus on neoliberal environments. It is currently left to readers of these studies to synthesize them into a wider, joined-up account of neoliberal environments. This and two companion articles aim for precisely this sort of broad and coherent understanding. The contribution of this third instalment is twofold. First, …

The Quality Of Group Childcare Settings Used By 3-4 Year Old Children In Sure Start Local Programme Areas And The Relationship With Child Outcomes, Edward Melhuish, Jay Belsky, Kristen Macpherson, Andrew Cullis

Faculty of Social Sciences - Papers (Archive)

Sure Start Local Programmes (SSLPs), now Sure Start Children's Centres, aim to support young children and their families by integrating early education, childcare, healthcare and family support services in disadvantaged areas. SSLPs aim to improve the health and well-being of families and young children, so that children will have greater oppor tunity to do well in school and later life. This study investigates pre-school group childcare (ch ildminders were not include d) used by children in 150 SSLP areas, and makes comparisons with childcare used by children in England overall. Also the study investigates links between childcare quality and child …

Tracking Pupil Mobility Over The Pre-School And Primary School Period: Evidence From Eppe 3-11, Edward Melhuish, Pam Sammons, Kathy Sylva, Brenda Taggart, Iram Siraj-Blatchford, Stephen Hunt, Sofka Barreau, Wesley Welcomme

Faculty of Social Sciences - Papers (Archive)

This report describes the 'tracking' of the EPPE 3-11 sample and then goes on to examine the possible influence of mobility on children's cognitive progress and social/behavioural development over both the pre-school and primary school period. The EPPE 3-11 project recruited children from 141 pre-school settings in six English Local Authorities (LAs) at the age of 3+. The project then followed these children through their primary school careers until the end of KS2 in primary school (Year 6, age 11). By this point the children were attending over 900 primary schools in over 100 English LAs. Tracking the sample has …

Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11) - Final Report From The Primary Phase: Pre-School, School And Family Influences On Children's Development During Key Stage 2 (7-11), Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart

Faculty of Social Sciences - Papers (Archive)

The Effective Pre-school and Primary Education 3-11 project (EPPE 3-11) has studied pre-school and primary school experiences for a national sample of approximately 2,800 children in England between the ages of 3 and 11 years. This Research Brief summarises the key findings up to the end of primary school. It focuses on the relationships between child, family, home, pre-school and primary school characteristics and pupils' subsequent cognitive (Reading/English and Mathematics) and social/behavioural outcomes ('Self-regulation', 'Pro-social' behaviour, 'Hyperacti vity' and 'Anti-social' behaviour) at ages 10 and 11 in Years 5 and 6 of primary school. It also reports on associations between …

Effects Of Fully-Established Sure Start Local Programmes On 3-Year-Old Children And Their Families Living In England: A Quasi-Experimental Observational Study, Edward Melhuish, Jay Belsky, Alastair H. Leyland, Jacqueline Barnes

Faculty of Social Sciences - Papers (Archive)

Background

Sure Start Local Programmes (SSLPs) are area-based interventions to improve services for young children and their families in deprived communities, promote health and development, and reduce inequalities. We therefore investigated whether SSLPs affect the wellbeing of 3-year-old children and their families.

Methods

In a quasi-experimental observational study, we compared 5883 3-year-old children and their families from 93 disadvantaged SSLP areas with 1879 3-year-old children and their families from 72 similarly deprived areas in England who took part in the Millennium Cohort Study. We studied 14 outcomes—children's immunisations, accidents, language development, positive and negative social behaviours, and independence; parenting risk; …

Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): Influences On Children's Attainment And Progress In Key Stage 2: Cognitive Outcomes In Year 5, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Yvonne Grabbe, Sofka Barreau

Faculty of Social Sciences - Papers (Archive)

Research Brief: Effective Pre-School and Primary Education 3-11 (EPPE 3-11) (2003-2008) builds on the work of the earlier Effective Provision of Pre-School Education (EPPE) project (1996-2003) which investigated the impact of pre-school provision on a national sample of young children in England between the ages of 3 and 7 years. EPPE 3-11 is following the same sample of around 2,500 children to age 11, the end of Key Stage 2. This Research Brief focuses on the relationships between various child, family, home, pre-school and primary school characteristics and measures of children's cognitive attainment in Year 5 of primary school (age …

Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): Influences On Children's Development And Progress In Key Stage 2: Social/Behavioural Outcomes In Year 5, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Sofka Barreau, Yvonne Grabbe

Faculty of Social Sciences - Papers (Archive)

Research brief: The Effective Pre-School and Primary Education 3-11 project (EPPE 3-11) investigates the impact of pre-school provision 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 measures of children's social/behavioural development collected at age 10 in Year 5 of primary school. It compares the findings at age 10 with the influence of the same factors when the children were in Year 1 (age 6). The Brief also reports findings about the combined influence …

Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): The Effectiveness Of Primary Schools In England In Key Stage 2 For 2002, 2003 And 2004, Edward Melhuish, Helena Romaniuk, Pam Sammons, Kathy Sylva, Iram Siraj-Blatchford, Brenda Taggart

Faculty of Social Sciences - Papers (Archive)

This research brief reports the results of value added multilevel models to investigate pupil progress during Key Stage 2, controlling for prior attainment and other background factors, for all schools in England over a three year period (2002-4). These models build upon existing work on school effectiveness undertaken by DfES/Ofsted and others by incorporating further area-level variables, examining gender by ethnicity interactions and exploring differential effectiveness of primary schools for pupils with different levels of ability. The work is part of the wider Effective Pre-school and Primary Education 3-11 (EPPE 3-11) project which is studying the development and attainment of …

Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): Variations In Teacher And Pupil Behaviours In Year 5 Classes, Pam Sammons, Brenda Taggart, Iram Siraj-Blatchford, Kathy Sylva, Edward Melhuish, Sofka Barreau

Faculty of Social Sciences - Papers (Archive)

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' …

Pre-School Experience And Social/Behavioural Development At The End Of Year 3 Of Primary School, Edward Melhuish, Karen Hanna, Louise Quinn, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …

Cognitive And Social/Behavioural Development At 3-4 Years In Relation To Family Background, Edward Melhuish, Louise Quinn, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Kathleen Mcsherry, Mark Mccrory

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …

Criteria For Determining Quality In Early Learning For 3-6 Year-Olds, Iram Siraj-Blatchford

Faculty of Social Sciences - Papers (Archive)

This book is about extending good practice in curriculum development and supporting and sustaining the positive practices that characterise many early childhood settings. The curriculum cannot be seen in isolation and it cannot exist without a strong and well-developed framework of support, the social and institutional context in which curriculum 'happens'. To develop and deliver a sound curriculum the staff must be well informed about child development and culture and about subject knowledge and appropriate ways of 'teaching' young children so that all the children in their setting can access the curriculum. Time needs to be spent developing shared perspectives …