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Current Filters: Author:Grabbe, Yvonne [remove]; Pub Year:2007 [remove]; Classification:Child Development & School Readiness [remove];

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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 Sammons, Pam, February 2007 Nottingham, United Kingdom: Great Britain, Department for Education and Skills. An examination 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	Reports & Papers
			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] Sammons, Pam, February 2007 [Brief No: RB828]. Nottingham, United Kingdom: Great Britain, Department for Education and Skills. 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	Fact Sheets & Briefs
			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 [Summary report] Sammons, Pam, 2007 [Research Report No 828]. Nottingham, United Kingdom: Great Britain, Department for Education and Skills. 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	Executive Summary
			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 Sammons, Pam, August 2007 (Research Brief DCSF-RB007). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families. 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	Fact Sheets & Briefs
			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 Sammons, Pam, 2007 (Research Report No. DCSF-RR007). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families. 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	Reports & Papers
			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 [Executive summary] Sammons, Pam, 2007 (Research Report No. DCSF-RR007). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families. 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	Executive Summary

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