Education Commons^™

Year 12 Students' And Higher Mathematics: Emerging Issues, Mohan Chinnappan, Stephen Dinham, Anthony J. Herrington, Dale Scott

Faculty of Education - Papers (Archive)

In order for young Australians to contribute to economic prosperity and remain competitive in a global market place, participation in higher and further education is essential. In this context, participation in mathematics, and in particular, higher mathematics, is an important prerequisite for young Australians to enable them to develop the range of skills that underpin a scientifically literate workforce. This is a report on a study in progress focusing on the fact that participation in mathematics study at higher levels to Year 12, and in universities in Australia, is in decline. We provide data on the specific nature of this …

Exploring Pupils' Views Of Primary School In Year 5, Pam Sammons, Kathy Sylva, Iram Siraj-Blatchford, Brenda Taggart, Rebecca Smees, Edward Melhuish

Faculty of Social Sciences - Papers (Archive)

A range of information about pupils' self-perceptions and views of their primary school were collected as part of the EPPE 3-11 Project. In Year 5, the 'All About Me and My School' questionnaire included information about pupils' views of their primary school. A range of statistical methods has been used to investigate results for 2,528 pupils for whom at least one pupils' views of primary school outcome measure was collected in Year 5. Three measures of pupils' views of primary school were identified from exploratory and confirmatory factor analysis of the questionnaire data and these measures have been further analysed …

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.

Influences On Children's Attainment And Progress In Key Stage 2: Social/Behavioural Outcomes In Year 6, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Helena Jelicic

Faculty of Social Sciences - Papers (Archive)

This report describes the results of analyses on children's social/behavioural outcomes at the end of Key Stage 2 (11 years old) and investigates social/behavioural development across Key Stage 2 (from Year 2 to Year 6).

Influences On Pupils' Self-Perceptions In Primary School: Enjoyment Of School, Anxiety And Isolation, And Self-Image In Year 5, Pam Sammons, Kathy Sylva, Iram Siraj-Blatchford, Brenda Taggart, Rebecca Smees, Edward Melhuish

Faculty of Social Sciences - Papers (Archive)

This report presents the results of analyses of pupils' self-perceptions in primary school. It is part of the longitudinal Effective Pre-school and Primary Education 3-11 (EPPE 3-11) research project funded by the Department for Children, Schools and Families (DCSF). The focus of this report is pupils' self-perceptions in Year 5 (age 10) in four key areas: 'Enjoyment of school'; 'Academic self-image'; 'Behavioural self-image' and 'Anxiety and Isolation'. Reports on pupils' cognitive and social/behavioural development at this age have been published separately (Sammons et al., 2007). Questionnaires were administered to children asking their views about school and classroom life. These provided …

Influences On Children's Attainment And Progress In Key Stage 2: Cognitive Outcomes In Year 6, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Stephen Hunt

Faculty of Social Sciences - Papers (Archive)

The report presents the results of analyses related to the primary school phase of a major longitudinal study investigating the influence of pre-school and primary school on children's development. Specifically, this report is concerned with children's cognitive attainments at the end of Year 6 when the children were aged eleven and their academic progress from the age of seven to eleven: Key Stage 2. The findings also extend and develop the findings from previous earlier ages.

The Impact Of Sure Start Local Programmes On Three Year Olds And Their Families, Edward Melhuish, Jay Belsky, Alastair H. Leyland, Angela Anning, Zarrina Kurtz, Jane Tunstill, Mog Ball, Pamela Meadows, Jacqueline Barnes, Martin Frost, Beverley Botting

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. The programmes aim to improve the health and well-being of families and young children, so that the children will have a greater opportunity to do well in school and later in life. This study investigates child and family functioning in over 9000 families in 150 SSLP areas, and makes comparisons with children and families in similarly disadvantaged areas not having a SSLP in order to evaluate whether there are …

Pupils' Self-Perceptions And Views Of Primary School In Year 5, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Helena Jelicic, Rebecca Smees, Sofka Barreau, Yvonne Grabbe

Faculty of Social Sciences - Papers (Archive)

The Effective Pre-School and Primary Education 3-11 (EPPE 3-11) project investigates the impact of pre- school, 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 …

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 …

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; …