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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Fact Sheets & Briefs [remove]; Author:Sylva, Kathy [remove];
18 results found.|
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Early stages of the Neighbourhood Nurseries Initiative: Opening the nurseries A summary of a study on an early stage of a project designed to reduce child poverty by providing child care so that the parents could return to the workforce in England |
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The Early Years Transition & Special Education Needs (EYTSEN) project Key facts and findings from a longitudinal study on the special educational needs of children between three and six years old at risk of developing social or cognitive behavioral problems and parental perceptions of how needs are met and satisfaction with special educational programs in the United Kingdom |
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Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): The effectiveness of primary schools in England in key stage 2 for 2002, 2003 and 2004 A summary of a study of factors, including preprimary educational achievement, affecting cumulative primary school achievement over three years in England |
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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 (age 7-11) A summary of a study of the cognitive, social, and behavioral development of children in primary school in England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development |
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Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Influences on children’s attainment and progress in Key Stage 2: Cognitive outcomes in year 5 [Research brief] A summary of a study of the degree to which attendance at particular preschools and primary schools impact children’s cognitive and socio-behavioral development, based on study data from the end of children’s fifth year of primary school |
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Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Influences on children's cognitive and social development in year 6 A summary of a study of the cognitive, social, and behavioral development of children in year 6 of primary school in England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development |
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Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Influences on children’s development and progress in Key Stage 2: Social/behavioural outcomes in year 5 A summary of a study of the social and behavioral development of children in year 5 of primary school in England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development |
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Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Pupils' self-perceptions and views of primary school in year 5 A summary of a study of students' self-perceptions and views about school in year 5 of primary school in England and their relationship to family and home learning environments, to preschool and primary school experiences, and to their cognitive and social and behavioral development, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development |
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Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Variations in teacher and pupil behaviours in year 5 classes [Research brief] A summary of a study of teacher characteristics and classroom practices, environmental features and children’s developmental progress and behaviors in fifth-year-of-primary-school classrooms, based primarily on researcher observations |
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The Effective Provision of Pre-School Education (EPPE) project (1997-2003): Technical paper 10: 'Intensive case studies of practice across the foundation stage' A study on the most effective pedagogy used to attain ‘excellent’ outcomes in cognitive and/or social behaviors in child care centers in the United Kingdom, using data from 14 case studies |
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The Effective Provision of Pre-School Education (EPPE) project: Findings from the early primary years A longitudinal study of the effects of after school care on the social and cognitive development of a sample of 3000 five through seven year old children |
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The Effective Provision of Pre-School Education (EPPE) project: Findings from the pre-school period A study of the influence of European preschool program quality on cognitive and social development of preschool children, and factors that contribute to program quality, such as program setting, home environment and education of instructors |
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The Effective Provision of Pre-School Education (EPPE) project: Findings from pre-school to end of key stage 1 A summary of findings from the beginning stage of a European longitudinal study of the effects of preschool programs on cognitive and social development of three through five year old children |
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The effects of the Peers Early Education Partnership (PEEP) on children's developmental progress A summary of a short-term longitudinal study on the influence of the parental education program on the cognitive and emotional development of disadvantaged children in the Peers Early Education Partnership (PEEP) in Oxfordshire |
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National evaluation of the Neighbourhood Nurseries Initiative (NNI) integrated report A summary of a compilation of findings from the four components of the evaluation of the United Kingdom's Neighbourhood Nurseries Initiative, which aimed to increase the number of child care slots and the quality of child care services in disadvantaged areas: 1) an implementation study, 2) a study of child care quality and its relation to children's social and behavioral development, 3) a study of neighborhood context and change, and 4) an impact study |
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Performing against the odds: Developmental trajectories of children in the EPPSE 3-16 study A summary of a study of the influence of risk and protective factors, including the role of preschool participation and the home learning environment, on children's development in England, based on case studies of 50 children drawn from the longitudinal Effective Pre-school, Primary, and Secondary Education 3-16 Project |
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Researching effective pedagogy in the early years Key findings from an inquiry into the use of teaching practices to promote children’s developmental progress, based on case studies of a subsample of 12 Effective Provision of Pre-school Education (EPPE) project classrooms, and 2 reception classrooms in England |
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Supporting parents in promoting early learning: The evaluation of the Early Learning Partnership Project A summary of an evaluation of the Early Learning Partnership Project, in which 9 voluntary sector service agencies in the United Kingdom offered combinations of 12 interventions designed to increase parents' involvement in their one through three-year-old children's learning, based on interviews with agency staff, interviews with staff and managers at 20 sites, and interviews with and observations of more than 100 parents |
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