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Current Filters: Author:Barreau, Sofka [remove]; New in five years [remove];

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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
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

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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
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


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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]
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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Tracking pupil mobility over the pre-school and primary school period: Evidence from EPPE 3-11
Melhuish, Edward, August 2008
London: University of London, Institute of Education.

A description of procedures for tracking a sample of children in the longitudinal Effective Pre-school and Primary Education 3-11 project in the United Kingdom and a study of changing preschools or schools and its relationship to children's cognitive and social and behavioral development

Reports & Papers

Tracking pupil mobility over the pre-school and primary school period: Evidence from EPPE 3-11 [Executive summary]
Melhuish, Edward, August 2008
London: University of London, Institute of Education.

A summary of a description of procedures for tracking a sample of children in the longitudinal Effective Pre-school and Primary Education 3-11 project in the United Kingdom and of a study of changing preschools or schools and its relationship to children's cognitive and social and behavioral development

Executive Summary
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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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