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Current Filters: Resource Type:Reports & Papers [remove]; Author:Sammons, Pam [remove]; New in five years [remove];

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			Capturing quality in early childhood through environmental rating scales Sylva, Kathy, 2006 Early Childhood Research Quarterly, 21(1), 76-92 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	Reports & Papers
			The Early Years Transition & Special Education Needs (EYTSEN) project Great Britain. Department for Education and Skills, June 2003 (Research Report No. RR431). Nottingham, United Kingdom: Great Britain, Department for Education and Skills. 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	Reports & Papers
			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 Melhuish, Edward, 2006 Nottingham, United Kingdom: Great Britain, Department for Education and Skills. 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)	Reports & Papers
			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) Sylva, Kathy, 2008 (Research Report No. DCSF-RR061). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families. 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	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 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 6 Sammons, Pam, 2008 (Research Report No. DCSF-RR048). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families. 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
			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 6 Sammons, Pam, 2008 (Research Report No. DCSF-RR049). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families. 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	Reports & Papers
			Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Variations in teacher and pupil behaviours in year 5 classes Sammons, Pam, December 2006 Nottingham, United Kingdom: Great Britain, Department for Education and Skills. An examination 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	Reports & Papers
			Effective Pre-school Provision in Northern Ireland (EPPNI): Characteristics of pre-school environments in Northern Ireland: An analysis of observational data Melhuish, Edward, 2002 (Technical Paper No. 1). Belfast, Northern Ireland: Stranmillis Press. 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	Reports & Papers
			Effective Pre-school Provision in Northern Ireland (EPPNI) summary report: 1998-2004 Melhuish, Edward, 2006 (Research Report No. 41). Bangor: Northern Ireland, Department of Education. 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	Reports & Papers
			Effective Pre-school Provision Northern Ireland (EPPNI): Pre-school and Key Stage 2 performance in English and mathematics Melhuish, Edward, 2010 (Research Report No. 53). Bangor, Northern Ireland, United Kingdom: Northern Ireland, Department of Education. 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
			The Effective Provision of Pre-school Education (EPPE) project: Final report: A longitudinal study funded by the DfES 1997-2004 Sylva, Kathy, November 2004 (Research Report No. SSU/FR/2004/01). Nottingham, United Kingdom: Great Britain, Department for Education and Skills. An analysis of the effects of early education and care experiences on later learning, social, and behavioral outcomes of preschool children in England	Reports & Papers
			The impact of pre-school on young children's cognitive attainments at entry to reception Sammons, Pam, 2004 British Educational Research Journal, 30(5), 691-712 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	Reports & Papers
			The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10 Anders, Yvonne, June, 2011 British Educational Research Journal, 37(3), 421-441 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	Reports & Papers
			Measuring the impact of pre-school on children's social/behavioural development over the pre-school period Sammons, Pam, 2003 (EPPE Technical Paper No. 8b). London: University of London, Institute of Education	Reports & Papers
			Performing against the odds: Developmental trajectories of children in the EPPSE 3-16 study Siraj-Blatchford, Iram, June, 2011 (Research Report DFE-RR128). Runcorn, United Kingdom: Great Britain, Department for Education. 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	Reports & Papers
			Preschool influences on mathematics achievement Melhuish, Edward, August 29, 2008 Science, 321, 1161-1162 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	Reports & Papers
			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

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