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fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Publisher: Welsh Government
Languages: English
Types: Book
Subjects: L1
The Foundation Phase (introduced\ud in 2008) provides a developmentally\ud appropriate experiential curriculum\ud for children aged 3-7 in Wales. The\ud Welsh Government commissioned\ud independent evaluation (led by\ud WISERD) aims to evaluate how well\ud it is being implemented, what impact\ud it has had, and ways in which it can\ud be improved. The three-year\ud evaluation utilises a range of mixed\ud methods at a national and local\ud scale.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 1.14 Data collection has been organised in three stages during the course of the evaluation: Stage I (Jan 2012-Sept 2012); Stage II (Sept 2012-June 2013); and Stage III (Sept 2013-April 2014).
    • 1.15 Stage I of the evaluation involved (a) documentary evidence relating to the design, delivery and implementation of the Foundation Phase: This encompassed a wide range of materials, such as policy documents, guidance documents, training materials and curriculum materials. A theoretical framework was developed to analyse the extant documentation. This analysis was primarily used to develop the initial Policy Logic Model and Programme Theory for the Foundation Phase evaluation (Maynard et al. 2013); (b) a national survey of head
    • 1.20 During 2012/13 (Stage II of the evaluation) the Welsh Government Foundation Phase Evaluation Advisory Group met twice: 18 October 2012 and 17 May 2013.
    • 1.21 In addition, the evaluation team has its own Evaluation Team Advisory Group independent of the Welsh Government. The membership of this Group includes head teachers, practitioners, parents/carers, key stakeholders from the HE sector (including leading academic researchers and Initial Teacher Education providers), and representatives from the non-maintained sector. The terms of reference for this group can also be found in Taylor et al. (2013).
    • 1.22 During 2012/13 (Stage II of the evaluation) The Evaluation Team Advisory Group met once on 20 November 2012 to coincide with the development of the Stage II evaluation design and tools.
    • Maynard, T., Taylor, C., Waldron, S., Rhys, M., Smith, R., Power, S. and Clement, J. (2013) Evaluating the Foundation Phase: Policy Logic Model and Programme Theory, Social Research No. 37/2012, Cardiff: Welsh Government.
    • Taylor, C., Maynard, T., Davies, R., Waldron, S. Rhys, M., Power, S., Moore, L., Blackaby, D. and Plewis, I. (2013) Evaluating the Foundation Phase: Annual Report 2011/12, Social Research No. 43/2012, Cardiff: Welsh Government.
    • Davies, R., Taylor, C., Maynard, T., Rhys, M., Waldron, S., and Blackaby, D. (2013) Evaluating the Foundation Phase: The Outcomes of Foundation Phase Pupils (Report 1), Social Research No. 47/2012, Cardiff: Welsh Government.
    • 1.34 To ensure our analysis, interpretation and findings are robust and are warranted we believe it is important to seek formative feedback on our research from our academic peers. During 2012/13 we successfully applied to organise a session on the evaluation of the Foundation Phase for the British Educational Research Association (BERA) Annual Conference at the University of Sussex, Brighton, September 3-5 2013. This proposed four presentations from the evaluation.
    • 1.35 Further academic presentations have also been made at the following: Cardiff University School of Social Sciences Education Policy Analysis Research Group (9 January 2013)
    • 1.36 The evaluation team have also attended and presented the research to the All Wales Foundation Phase Advisors (AWFPA) Group twice during the year - 28 November 2012 (Cardiff) and 11 July 2013 (Cardiff).
    • 1.37 An introduction to the aims and research design of the Foundation Phase was also presented at the National Eisteddfod (8 August 2013) - Gwerthuso polisi Cyfnod Sylfaen ar gyfer addysg y blynyddoedd cynnar (Evaluating a Foundation Phase policy for early years education).
    • 1.38 A planned seminar on the use of the outdoor environment, special educational needs and the Welsh language in the Foundation Phase for practitioners, policy-makers and other key stakeholders did not go ahead. Instead, a future set of workshops are planned for 2013/14 and details are provided in Chapter 3.
    • Brown, C.A. and Lilford, R.J. (2006) The stepped wedge trial design: a systematic review, BMC Medical Research Methodology, 6, 54.
    • Davies, R., Taylor, C., Maynard, T., Rhys, M., Waldron, S., and Blackaby, D. (2013) Evaluating the Foundation Phase: The Outcomes of Foundation Phase Pupils (Report 1), Social Research No. 47/2012, Cardiff: Welsh Government.
    • Gorard, S. and Taylor, C. (2004) Combining Methods in Educational and Social Research, London: Open University Press.
    • Hussey, M.A. and Hughes, J.P. (2007) Design and analysis of stepped wedge cluster randomised trials, Contemporary Clinical Trials, 28, 2, 182-191.
    • Landis, J.R. and Koch, G.G. (1977) The measurement of observer agreement for categorical data, Biometrics, 33, 1, 159-174.
    • Leavers, F. (2005). Well-being and involvement in care: A process oriented self-evaluation instrument for care settings. Research Centre for Experiential Education: Leuven University.
    • Maynard, T., Taylor, C., Waldron, S., Rhys, M., Smith, R., Power, S. and Clement, J. (2013) Evaluating the Foundation Phase: Policy Logic Model and Programme Theory, Social Research No. 37/2012, Cardiff: Welsh Government.
    • Taylor, C., Maynard, T., Davies, R., Waldron, S. Rhys, M., Power, S., Moore, L., Blackaby, D. and Plewis, I. (2013) Evaluating the Foundation Phase: Annual Report 2011/12, Social Research No. 43/2012, Cardiff: Welsh Government.
    • Welsh Government (2013) National Literacy and Numeracy Framework, Cardiff: Welsh Government.
  • No related research data.
  • Discovered through pilot similarity algorithms. Send us your feedback.

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