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

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Early stages of the Neighbourhood Nurseries Initiative: Opening the nurseries
Great Britain. Department for Education and Skills, January, 2005
Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a study on an early stage of a project designed to reduce child poverty by providing child care so that the parents could return to the workforce in England

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Early stages of the Neighbourhood Nurseries Initiative: Opening the nurseries
Great Britain. Department for Education and Skills, 2005
(Research Report No. SSU/2005/FR/007). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A study on an early stage of a project designed to reduce child poverty by providing child care so that the parents could return to the workforce in England

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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

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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, December, 2006
(Brief No. RBX06-06). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a study of factors, including preprimary educational achievement, affecting cumulative primary school achievement over three years in England

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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

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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

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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

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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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The effects of the Peers Early Educational Partnership (PEEP) on children's developmental progress
Evangelou, Maria, 2003
(Research Report No. RR489). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A short-term longitudinal study on the influence of the parental education program on the cognitive and emotional development of disadvantaged children in the Peers Early Education Partnership (PEEP) in Oxfordshire

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The effects of the Peers Early Educational Partnership (PEEP) on children's developmental progress [Executive summary]
Evangelou, Maria, 2003
(Research Report No. RR489). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of the effects of the preschool intervention program, Peers Early Education Partnership (PEEP), which aims to increase the educational achievement of disadvantaged children under five years of age

Executive Summary


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The effects of the Peers Early Education Partnership (PEEP) on children's developmental progress
Evangelou, Maria, October, 2003
(Research Brief No. RB489). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a short-term longitudinal study on the influence of the parental education program on the cognitive and emotional development of disadvantaged children in the Peers Early Education Partnership (PEEP) in Oxfordshire

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National evaluation of the Neighbourhood Nurseries Initiative (NNI) integrated report
Smith, Teresa, March 2007
Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a compilation of findings from the four components of the evaluation of the United Kingdom's Neighbourhood Nurseries Initiative, which aimed to increase the number of child care slots and the quality of child care services in disadvantaged areas: 1) an implementation study, 2) a study of child care quality and its relation to children's social and behavioral development, 3) a study of neighborhood context and change, and 4) an impact study

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National evaluation of the Neighbourhood Nurseries Initiative: The relationship between quality and children's behavioural development
Mathers, Sandra, March 2007
(Research Report SSU/2007/FR/022). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A study of the quality of care offered through the United Kingdom's Neighbourhood Nurseries Initiative, which aimed to increase the number of child care slots and the quality of child care services in disadvantaged areas, and the relationship of child care quality to children's behavioral development, based on observations of child care settings and an assessment of children's behavior

Reports & Papers


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National evaluation of the Neighbourhood Nurseries Initiative: The relationship between quality and children's behavioural development [Executive summary]
Mathers, Sandra, March 2007
(Research Report SSU/2007/FR/022). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a study of the quality of care offered through the United Kingdom's Neighbourhood Nurseries Initiative, which aimed to increase the number of child care slots and the quality of child care services in disadvantaged areas, and the relationship of child care quality to children's behavioral development, based on observations of child care settings and an assessment of children's behavior

Executive Summary


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Quality of childcare settings in the Millennium Cohort Study
Mathers, Sandra, March 2007
(Research Report SSU/2007/FR/025). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A study of the quality of child care experienced by participants in a longitudinal cohort study of children born between 2000 and 2002 in the United Kingdom, based on direct observations of child care settings and a survey of child care center directors

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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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