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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Sammons, Pam [remove]; Classification:International Child Care & Early Education [remove];
38 results found.|
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Capturing quality in early childhood through environmental rating scales A study of the relation between process quality and developmental outcomes among 3 to 5 year olds in a nationally representative sample of English pre-schools |
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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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The Early Years Transition & Special Education Needs (EYTSEN) project 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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The Early Years Transition & Special Education Needs (EYTSEN) project [Executive summary] A summary of an investigation into aspects and provisions of special educational needs (SEN) in young children between the ages of 3 and 6 years in the United Kingdom |
Executive Summary
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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 An examination of the degree to which children’s development and academic achievement is linked to the particular primary school attended, based on the reported progress of over 2500 children from ages 3 to 11 [ages 3 to the end of Key Stage 2, the second age-related stage of compulsory education under the national curriculum for state schools in England and Wales] and data for all schools in England over a three year period (2002-04) |
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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): Final report from the primary phase: Pre-school, school and family influences on children's development during Key Stage 2 (age 7-11) 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): Final report from the primary phase: Pre-school, school and family influences on children's development during Key Stage 2 (age 7-11) [Executive summary] 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 |
Executive Summary
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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 6 A study of the cognitive development, including English and math skills, of children in year 6 of primary school in England and its 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
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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 6 [Executive summary] A summary of a study of the cognitive development, including English and math skills, of children in year 6 of primary school in England and its 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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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): Influences on children’s development and progress in Key Stage 2: Social/behavioural outcomes in year 5 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
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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 [Executive summary] 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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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 6 A study of the 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 6 [Executive summary] A summary of a study of the social and behavioral development of children in year 6 of primary school in the 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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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 |
Fact Sheets & Briefs
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Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Summary Report: Variations in teacher and pupil behaviours in year 5 classes A summary of a study of teacher characteristics and classroom practices, environmental features and children’s developmental progress and behaviors in fifth-year primary school classrooms, based primarily on researcher observations |
Executive Summary
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Effective Pre-school Provision in Northern Ireland (EPPNI): Characteristics of pre-school environments in Northern Ireland: An analysis of observational data A study of the quality of child care experienced by participants in the Effective Pre-school Provision in Northern Ireland, a longitudinal study of children's development, preschool experiences, and the relationship between the two, based on observations of preschool settings |
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Effective Pre-school Provision in Northern Ireland (EPPNI): Characteristics of pre-school environments in Northern Ireland: An analysis of observational data [Executive summary] A summary of a study of the quality of child care experienced by participants in the Effective Pre-school Provision in Northern Ireland, a longitudinal study of children's development, preschool experiences, and the relationship between the two, based on observations of preschool settings |
Executive Summary
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Effective Pre-school Provision in Northern Ireland (EPPNI) summary report: 1998-2004 A longitudinal analysis of the relationship between early childhood program participation and cognitive, social, and academic outcomes in a random sample of 685 preschool attendees and 152 non-attendees in Northern Ireland, based on annual assessments between the ages of 3 and 8 |
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Effective Pre-school Provision in Northern Ireland (EPPNI) summary report: 1998-2004 [Executive summary] A summary of a longitudinal analysis of the relationship between early childhood program participation and cognitive, social, and academic outcomes in a random sample of 685 preschool attendees and 152 non-attendees in Northern Ireland, based on annual assessments between the ages of 3 and 8 |
Executive Summary
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Effective Pre-school Provision Northern Ireland (EPPNI): Pre-school and Key Stage 2 performance in English and mathematics A longitudinal study of the relationship of children's abilities at the start of primary school, their family and home environment, and their preschool experiences to their educational attainment in English and mathematics at age 11 in Northern Ireland |
Reports & Papers
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Effective Pre-school Provision Northern Ireland (EPPNI): Pre-school and Key Stage 2 performance in English and mathematics [Executive summary] A summary of a longitudinal study of the relationship of children's abilities at the start of primary school, their family and home environment, and their preschool experiences to their educational attainment in English and mathematics at age 11 in Northern Ireland |
Executive Summary
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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 |
Fact Sheets & Briefs
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