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Articles 1 - 6 of 6
Full-Text Articles in Social and Behavioral Sciences
Regional Integration In Asia And The Contribution Of Smes: A Review Of The Key Issues And Policy Imperatives, Charles Harvie
Regional Integration In Asia And The Contribution Of Smes: A Review Of The Key Issues And Policy Imperatives, Charles Harvie
Faculty of Commerce - Papers (Archive)
Over the past decade the economies of East Asia and APEC more generally have beenincreasingly opening up their markets, and in the process have achieved significantgains in exports and economic growth. In conjunction with this increased economicintegration, there has been increased recognition by regional governments of thepotential for a substantial increase in the participation by small businesses in thegeneration of regional income, employment, exports, investment and expandedeconomic growth. Advances in information and communications technology addcredence to this potential. In addition, developing economies are especially seeingsmall businesses as potential instruments for the alleviation of poverty and regionaldevelopment. While in developed economies …
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
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 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
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.
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.
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 …
By The Way ... Self-Confidence - The Key To Success?, Geraldine Neal, Teresa Moore, Lorna Moxham, Debbie Owens, Kristy Richardson
By The Way ... Self-Confidence - The Key To Success?, Geraldine Neal, Teresa Moore, Lorna Moxham, Debbie Owens, Kristy Richardson
Faculty of Science, Medicine and Health - Papers: part A
In the past there has been an abundance of psychological theories suggesting women had an innate fear of success - that a lack of success was somehow inherent to their nature (Lips, 1997). These ideas have been totally discredited, but suspicion of woman's ability to achieve still seems to linger in some quarters - not least among women themselves. Women in a variety of educational and career situations continue to express a lack of confidence in their own abilities. Whether innate or constructed, the issues of women's selfbelief and self-confidence (and the closely related ability to easily move into or …