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Current Filters: Pub Year:2006 [remove]; Publisher:Great Britain. Department for Education and Skills [remove];

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2005 Childcare and Early Years Providers Survey
Clemens, Sam, May, 2006
(Brief No. RB760-764). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a comparison of characteristics--including staff size, wages, recruitment, qualifications, and training--of child care provider organizations in four sectors--in home nonrelative providers, out-of-school time providers, full-day care providers, and part-day providers--in the United Kingdom, based on provider surveys

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2005 Childcare and Early Years Providers Survey: Childminders
Clemens, Sam, 2006
(Research Report No. 763). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A study of the characteristics of family child care providers in the United Kingdom, including average number of children served, income, qualifications, and training, based on provider surveys

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2005 Childcare and Early Years Providers Survey: Full day care providers
Clemens, Sam, 2006
(Research Report No. 760). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A study of characteristics of organizations providing full-day child care in the United Kingdom, including characteristics of children served and staff size, wages, recruitment, qualifications, and training, based on provider surveys

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2005 Childcare and Early Years Providers Survey: Out-of-school providers
Clemens, Sam, 2006
(Research Report No. 761). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A study of characteristics of organizations providing out-of-school time child care in the United Kingdom, including characteristics of children served and staff size, wages, recruitment, qualifications, and training, based on provider surveys

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2005 Childcare and Early Years Providers Survey: Overview report
Clemens, Sam, 2006
(Research Report No. 764). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A comparison of characteristics--including staff size, wages, recruitment, qualifications, and training--of child care provider organizations in four sectors--family child care providers, out-of-school time providers, full-day care providers, and part-day providers--in the United Kingdom, based on provider surveys

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2005 Childcare and Early Years Providers Survey: Sessional day care providers
Clemens, Sam, 2006
(Research Report No. 762). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A study of characteristics of organizations providing part-time child care in the United Kingdom, including characteristics of children served and staff size, wages, recruitment, qualifications, and training, based on provider surveys

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Childcare and early years provision: A study of parents' use, views and experience
National Centre for Social Research (Great Britain), 2006
(Research Report No. RR723). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A survey of the child care arrangements, child care costs, barriers to access, and feelings about child care of parents of preschool- and school-aged children in the United Kingdom

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Childcare and early years provision: A study of parents' use, views and experience [Executive summary]
National Centre for Social Research (Great Britain), 2006
(Research Report No. RR723). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a survey of the child care arrangements, child care costs, barriers to access, and feelings about child care of parents of preschool- and school-aged children in the United Kingdom

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Childcare and early years provision: A study of parents’ use, views and experiences
Bryson, Caroline, March 2006
(Research Brief No. RB 723). London, United Kingdom: Great Britain, Department for Education and Skills.

Highlights from a study on parents’ utilization and experiences early childhood education and care services, based on data from almost 8,000 parents randomly selected from the Child Benefit records in England

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Cost effectiveness of implementing SSLPs: An interim report
Birkbeck College. National Evaluation of Sure Start, February 2006
(Research Report NESS/2006/FR/015). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

An examination of the allocation of financial resources for Sure Start local programmes (SSLPs) from the 1999-2000 through the 2003-2004 fiscal year, with a focus on operational expenses and per child expenditures

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Cost effectiveness of implementing SSLPs: An interim report [Executive summary]
Birkbeck College. National Evaluation of Sure Start, February 2006
(Research Report NESS/2006/FR/015). Nottingham, United Kingdom: Great Britain, Department of Education and Skills.

A summary of an examination of the allocation of financial resources for Sure Start local programmes (SSLPs) from the 1999-2000 through the 2003-2004 fiscal year, with a focus on operational expenses and per child expenditures

Executive Summary


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DfES children's services: The childcare market
PricewaterhouseCoopers LLP, August 31, 2006
Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A review of the United Kingdom formal child care market and its impact on private child care providers, including center based child care and local authority approaches to commissioning

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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): 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

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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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Evaluating the Early Years Sector Endorsed Foundation Degree: A qualitative study of students' views and experiences
Knight, Tim, 2006
(Research Report No. 751). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A study of the experiences of students participating in an early education vocational qualification in the United Kingdom, based on in-depth interviews with students who had attained, were still attaining, and had left without attaining the qualification

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Evaluating the Early Years Sector Endorsed Foundation Degree: A qualitative study of students' views and experiences
Knight, Tim, April, 2006
(Brief No. RB751). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a study of the experiences of students participating in an early education vocational qualification in the United Kingdom, based on in-depth interviews with students who had attained, were still attaining, and had left without attaining the qualification

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Evaluation of the Early Years Sector-Endorsed Foundation Degree: Report of the follow-up student survey
Snape, Dawn, 2006
(Research Report No. 805). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A longitudinal study of the participation, expectations, and achievement of students participating in an early education vocational qualification in the United Kingdom, based on a survey of participants

Reports & Papers


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Evaluation of the Early Years Sector-Endorsed Foundation Degree: Report of the follow-up student survey
Snape, Dawn, November, 2006
(Brief No. RB805). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a longitudinal study of the participation, expectations, and achievement of students participating in an early education vocational qualification in the United Kingdom, based on a survey of participants

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Evaluation of the Early Years Sector-Endorsed Foundation Degree: Statistical profile of students and institutions
Snape, Dawn, November 2006
(Brief No. RB804). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a longitudinal study of the characteristics of students and educational institutions participating in an early education vocational qualification in the United Kingdom, based on a survey of participating institutions

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Evaluation of the Early Years Sector-Endorsed Foundation Degree: Statistical profile of students and institutions (report of the wave 2 survey)
Snape, Dawn, 2006
(Research Report No. 804). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A longitudinal study of the characteristics of students and educational institutions participating in an early education vocational qualification in the United Kingdom, based on a survey of participating institutions

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Evaluation of the Full Service Extended Schools initiative, second year: Thematic papers
Cummings, Colleen, 2006
(Research Report No. 795). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A series of papers on interim findings from a multi-method implementation and impact evaluation of an initiative in the United Kingdom to provide extended school services, including before and after school and full-day child care, in primary schools

Other


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Evaluation of the Full Service Extended Schools initiative, second year: Thematic papers
Cummings, Colleen, September, 2006
(Brief No. RB795). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of interim findings from a multi-method implementation and impact evaluation of an initiative in the United Kingdom to provide extended school services, including before and after school and full-day child care, in primary schools

Fact Sheets & Briefs


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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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