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Full-Text Articles in Education
Relationships Between Pupils' Self-Perceptions, Views Of Primary School And Their Development In Year 5, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Helena Jelicic, Sofka Barreau, Yvonne Grabbe, Rebecca Smees
Relationships Between Pupils' Self-Perceptions, Views Of Primary School And Their Development In Year 5, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Helena Jelicic, Sofka Barreau, Yvonne Grabbe, Rebecca Smees
Faculty of Social Sciences - Papers (Archive)
This research builds on earlier reports (Sammons et al., 2007) by investigating relationships between children's outcomes in Year 5 and aspects of pupils' self perceptions and their views of primary school measured in Year 5 (age 10) and in Year 2 (age 7) of primary school while controlling for background characteristics. These measures have been derived from a self-report instrument completed by the 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.
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
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)
EPPE 3-11 is a large study of the developmental trajectories of approximately 2800 children in England from age 3 to 11 years. This report focuses on the primary school phase, particularly Key Stage 2 (ages 7-11). Many children have prospered, leaving Key Stage 2 (at age 11) with confidence and armed with the skills they need to tackle learning in secondary school. However, some children moved onto secondary school with poor skills in key areas or with low self-image and aspiration. The EPPE 3-11 project set out to explain some of the reasons behind these different developmental trajectories.
Influences On Children's Cognitive And Social Development In Year 6, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Stephen Hunt, Helena Jelicic
Influences On Children's Cognitive And Social Development In Year 6, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Stephen Hunt, Helena Jelicic
Faculty of Social Sciences - Papers (Archive)
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 children's subsequent cognitive (English and Mathematics) and social/behavioural outcomes ('Self-regulation', 'Pro-social' behaviour, 'Hyperactivity' and 'Anti-social' behaviour) at age 11 in Year 6 of primary school. It also investigates children's academic and developmental progress across Key Stage 2 (between Year 2 and Year 6). The brief …
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
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 …