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Current Filters: Author:Sammons, Pam [remove]; Publisher:Great Britain. Department for Education and Skills [remove];

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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

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The Early Years Transition & Special Education Needs (EYTSEN) project
Great Britain. Department for Education and Skills, June, 2003
(Research Brief No. RB431). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

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 [Executive summary]
Great Britain. Department for Education and Skills, June, 2003
(Research Report No. RR431). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

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
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)

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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


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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 [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

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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 [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


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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
Sammons, Pam, 2006
[Research Report No 817]. Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

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 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


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Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Variations in teacher and pupil behaviours in year 5 classes [Research brief]
Sammons, Pam, December, 2006
[Brief No: 817]. Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a study 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

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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'
Siraj-Blatchford, Iram, October, 2003
(Research Brief No. RBX16-03). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

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

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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


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The Effective Provision of Pre-School Education (EPPE) project: Findings from the early primary years
Sure Start (Programme), November, 2004
Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A longitudinal study of the effects of after school care on the social and cognitive development of a sample of 3000 five through seven year old children

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The Effective Provision of Pre-School Education (EPPE) project: Findings from the pre-school period
Sylva, Kathy, October, 2003
(Research Brief No. RBX15-03). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A study of the influence of European preschool program quality on cognitive and social development of preschool children, and factors that contribute to program quality, such as program setting, home environment and education of instructors

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The Effective Provision of Pre-School Education (EPPE) project: Findings from pre-school to end of key stage 1
Sure Start (Programme), November, 2004
Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of findings from the beginning stage of a European longitudinal study of the effects of preschool programs on cognitive and social development of three through five year old children

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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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