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Sammons Pam, Sylva Kathy & Melhuish Edward et al. (2007). Influences on Children’s Development and Progress in Key Stage 2 : Social/behavioural outcomes in Year 5. London : Department for Children, Schools and Families (DCSF), Resaerch report DCSF, n° RR007. 
Added by: Feyfant Annie (08 Apr 2011 11:03:53 Europe/Paris)
Resource type: Report/Documentation
BibTeX citation key: Sammons2007
Categories: General
Creators: Barreau, Grabbe, Melhuish, Sammons, Siraj-Blatchford, Sylva, Taggart
Publisher: Department for Children, Schools and Families (DCSF) (London)
Views: 1141/1462
Views index: 13%
Popularity index: 3.25%
"The Effective Pre-school and Primary Education Project 3-11 is a large scale longitudinal study of the influence of pre-school and primary school on children’s cognitive and social/behavioural development. The study originally followed children from the start of pre-school (at age 3 years plus) through to primary school entry and then
across Key Stage 1 . Over 3000 children and 141 pre-school centres were included in the first phase of the research. Children were tracked from age 3 years to the end of KS1 in primary school at age 7 years.
The follow-up phase of the research investigates the development of the same group of children across Key Stage 2 of primary education (7 to 11 years). It consists of
three “Tiers”. Tier 1 involves the analysis of primary school academic effectiveness across all primary schools in England using value added approaches measuring pupil
progress for three successive cohorts across KS2 in terms of National Assessment outcomes . Tier 2 focuses on the academic and social/behavioural progress of around 2,500 children in the original sample and uses the results from Tier 1 to provide measures of primary school academic effectiveness for the schools attended by EPPE 3-11 children. Tier 3 explores variations in teachers’
classroom practices during Key Stage 2 by focusing on a sample of 125 schools and Year 5 classes drawn from the 850 plus primary schools that the EPPE children attended
(see Sammons et al., 2006). This paper is part of the Tier 2 analysis of the project and investigates children’s social/behavioural development in Year 5 of primary school (age
10). A separate paper reports the equivalent findings related to children’s Reading and Mathematics attainment at this same age (Sammons et al; 2007)."
Added by: Feyfant Annie  
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