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Current Filters: Author:Anning, Angela [remove];

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Developing multiprofessional teamwork for integrated children’s services
Anning, Angela, 2006
Maidenhead, United Kingdom: Open University Press

A discussion of the practices of multiprofessional teams providing comprehensive services to children

Reports & Papers


Early childhood education: Society and culture
Anning, Angela, 2004
Thousand Oaks, CA: Sage Publications

An anthology discussing different social and cultural perspectives regarding research and theories of early childhood education

Other


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Investigating the impact of working in multi-agency service delivery settings in the UK on early years practitioners' beliefs and practices
Anning, Angela, 2005
Journal of Early Childhood Research, 3(1), 19-50

A study using local evaluative data from two publicly funded Centre of Excellences to examine child care center staff's beliefs and strategies when dealing with controversial issues

Reports & Papers


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A national curriculum for the early years
Anning, Angela, October 1995
Maidenhead, United Kingdom: Open University Press

An account of the implementation of Key Stage One of the National Curriculum in England, and an inquiry into the effectiveness of using a subject-based curriculum in early education settings

Other


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The national evaluation of Sure Start local programmes in England
Anning, Angela, February 2004
Child and Adolescent Mental Health, 9(1), 2-8

An overview of the national evaluation of England's Sure Start local programs, focusing on evaluating the programs' implementation, effectiveness, and impact on local children and families

Reports & Papers


National evaluation report: Understanding variations in effectiveness amongst Sure Start local programmes
Birkbeck College. National Evaluation of Sure Start, June, 2007
(Report 024, Research Report NESS/2007/FR/024). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A study of Sure Start local program characteristics associated with variations in the effectiveness of achieving outcomes and in the proficiency of service delivery

Reports & Papers


National evaluation summary: The quality of early learning, play and childcare services in Sure Start local programmes
Sure Start (Programme), November, 2005
Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

An exploration of the delivery of quality services to children participating in Sure Start Local Programs (SSLP) in England, based on information gathered from the National Evaluation of Sure Start (NESS)

Fact Sheets & Briefs


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National evaluation summary: Understanding variations in effectiveness amongst Sure Start local programmes: Lessons for Sure Start Children's Centres
Anning, Angela, June 2007
Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a study of Sure Start local program characteristics associated with variations in the effectiveness of achieving outcomes and in the proficiency of service delivery

Fact Sheets & Briefs


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Pathways to the Graphicacy Club: The crossroad of home and pre-school
Anning, Angela, April 2003
Journal of Early Childhood Literacy, 3(1), 5-35

An investigation into how young children absorb visual information and an argument for promoting the focus of early childhood education on young children's artistic development during the transition from preschool to primary school

Reports & Papers


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The quality of early learning, play and childcare services in Sure Start local programmes
Birkbeck College. National Evaluation of Sure Start, 2005
Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

Studies on the quality of child care, learning and play services in Sure Start Local Progammes (SSLP), comprehensive early intervention services for children birth to 3 years

Reports & Papers


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The quality of early learning, play and childcare services in Sure Start local programmes [Executive summary]
Birkbeck College. National Evaluation of Sure Start, 2005
Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of studies on the quality of child care, learning and play services in Sure Start Local Progammes (SSLP), comprehensive early intervention services for children birth to 3 years

Executive Summary


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[Review of the book Promoting evidence-based practice in early childhood education: Research and its implications]
Anning, Angela, 2004
British Educational Research Journal, 30(3), 469-470

A review of a book covering articles concerning evidence based practice in diverse subject areas such as the child, family and community, policy-making and its impact, curriculum matters, and research methods by six authors from the United Kingdom, two each from the Untied States, Australia, South America and Scandinavia, and one each from Africa, New Zealand and Spain

Book Reviews


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[Review of the book Psychological perspectives on early childhood education: Reframing dilemmas in research and practice]
Anning, Angela, March 2002
British Journal of Educational Psychology, 72(1), 137-138

A review of an anthology investigating three issues facing early childhood education and care: clarifying developmentally appropriate practices, promoting age-appropriate curriculum design and development, and ensuring academic achievement while supporting socioemotional development

Book Reviews


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Variation in community intervention programmes and consequences for children and families: The example of Sure Start Local Programmes
Melhuish, Edward, June 2007
Journal of Child Psychology and Psychiatry, 48(6), 543-551

An evaluation of the effectiveness of Sure Start Local Programmes (SSLP), community programs designed to strengthen families and improve the social/emotional development and learning of children ages 0-3, based on diverse data sets from both cooperating families and SSLP programs

Reports & Papers


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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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