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Sammons, P.; Sylva, K.; Melhuish, Edward C.; Siraj-Blatchford, I.; Taggart, B.; Barreau, S.; Grabbe, Y. (2008)
Publisher: Department For Education
Languages: English
Types: Book
Subjects: psyc

Classified by OpenAIRE into

mesheuropmc: education
This report investigates the way school and classroom processes affect the cognitive\ud progress and social/behavioural development of children between the ages of 6 (Year 1)\ud and 10 (Year 5) in primary schools in England.\ud The research is part of the larger longitudinal study of Effective Pre-School and Primary\ud Education (EPPE 3-11) funded by the Department for Children, Schools and Families\ud (DCSF) that is following children’s cognitive and social/behavioural development from\ud ages 3 to 11 years. The EPPE 3-11 study investigates both pre-school and primary\ud school influences on children’s attainment, progress and social/behavioural\ud development. This report describes the results of quantitative analyses based on a subsample\ud of 1160 EPPE children across Year 1 to 5 of primary education. The research\ud builds on the earlier analyses of children’s Reading and Mathematics attainments and\ud social/behavioural outcomes in Year 5 for the full EPPE 3-11 sample (see Sammons,\ud 2007a; 2007b), by investigating relationships between children’s outcomes and\ud measures of classroom processes, collected through direct observation of Year 5\ud classes in 125 focal schools chosen from the larger EPPE 3-11 data set. The analyses\ud also explore patterns of association between children’s outcomes and broader measures\ud of overall school characteristics derived from teacher questionnaires and Ofsted\ud inspection reports for this sub-sample of schools.
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    • © Institute of Education, University of London 2008
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