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Social and Behavioral Sciences Commons

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University of Wollongong

Education

Primary

2008

Articles 1 - 9 of 9

Full-Text Articles in Social and Behavioral Sciences

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 Jan 2008

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 Views of primary ...


What Makes A Successful Transition From Primary To Secondary School?, Maria Evangelou, Brenda Taggart, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford Jan 2008

What Makes A Successful Transition From Primary To Secondary School?, Maria Evangelou, Brenda Taggart, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford

Faculty of Social Sciences - Papers (Archive)

The transition from primary to secondary school is important in the lives of children and their families, yet research has shown that transitions can be stressful for children, that continuity of curriculum between primary and secondary school may suffer during transition and that some vulnerable children need intervention prior to transition (McGee et. al., 2004). In addition, the progress pupils make at primary school may not always be maintained after the move to secondary level. The Government's Five Year Strategy for Children and Learners has acknowledged that "too many children still find the transition from primary to secondary school ...


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 Jan 2008

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 ...


The Influence Of School And Teaching Quality On Children's Progress In Primary School, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Sofka Barreau, Yvonne Grabbe Jan 2008

The Influence Of School And Teaching Quality On Children's Progress In Primary School, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, 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 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 teachers' 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 children's progress in cognitive (Reading and Maths ...


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 Jan 2008

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 ...


Exploring Pupils' Views Of Primary School In Year 5, Pam Sammons, Kathy Sylva, Iram Siraj-Blatchford, Brenda Taggart, Rebecca Smees, Edward Melhuish Jan 2008

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 ...


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 Jan 2008

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 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 Jan 2008

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 ...


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 Jan 2008

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.