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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; Author:Siraj-Blatchford, Iram [remove]; New in five years [remove]; Full Text:yes [remove]; Classification:Single-Country Studies [remove];
19 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 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 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 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 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 |
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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 |
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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 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 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 |
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The Effective Provision of Pre-school Education (EPPE) project: Final report: A longitudinal study funded by the DfES 1997-2004 An analysis of the effects of early education and care experiences on later learning, social, and behavioral outcomes of preschool children in England |
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Evaluation of the Early Years programme of the Childhood Development Initiative An impact and process evaluation of Early Years, a high-quality, two-year early childhood care and education program in Tallaght West, Ireland, that examines program effects on children's cognitive, language, and social development, on parental stress and the home learning environment, and on program quality, and that explores stakeholder perceptions of the program, based on data for children, parents, teachers, and classrooms from providers randomly assigned to deliver Early Years services, as well as on consultations with parents, teachers, and staff |
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Fostering communities of learning in two Portuguese pre-school classrooms applying the Movimento da Escola Moderna (MEM) pedagogy An analysis of learning processes, activities to promote children's meta-learning, and self-regulatory dispositions of children in a Movimento da Escola Moderna implementation where preschool children participate in planning and evaluation activities with their teachers, based on data from 2 mixed age classrooms in Portugal |
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The impact of pre-school on young children's cognitive attainments at entry to reception An examination of the effects of preschool education on young children's school entry assessments as compared with children's assessments who did not attend preschool; also examined are the effects of amount and duration of preschool experiences |
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The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10 A study of the child, family, home, and preschool factors that predict special educational needs status at age 10 in England, based on data from the nationally representative longitudinal Effective Pre-School and Primary Education (EPPE) project, which followed children's development from age 3 through age 11 |
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Performing against the odds: Developmental trajectories of children in the EPPSE 3-16 study 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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Preschool influences on mathematics achievement A search for predictors of age 10 mathematics scores, including predictors related to early care and education, based on a longitudinal study of 2558 children |
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Researching effective pedagogy in the early years 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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Researching pedagogy in English pre-schools A summary and analysis of findings from two British studies, the longitudinal Effective Provision of Pre-school Education (EPPE) project and the qualitative Researching Effective Pedagogy in the Early Years (REPEY) project, comparing the effects of different curricula on young children's academic and social achievements |
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"Would you like to tidy up now?": An analysis of adult questioning in the English Foundation Stage An analysis of the open- and closed-ended questions used by preschool practitioners in 12 classrooms in England |
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