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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Siraj-Blatchford, Iram [remove]; Publisher:Great Britain. Department for Education and Skills [remove];
18 results found.|
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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 |
Fact Sheets & Briefs
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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 |
Reports & Papers
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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 A summary of a study of factors, including preprimary educational achievement, affecting cumulative primary school achievement over three years in England |
Fact Sheets & Briefs
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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) |
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 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] 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 |
Fact Sheets & Briefs
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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] 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 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 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] 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' 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 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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The Effective Provision of Pre-School Education (EPPE) project: Findings from the early primary years 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 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 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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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 |
Reports & Papers
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Researching effective pedagogy in the early years [Executive summary] A summary of 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 |
Executive Summary
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