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    Effective pre-school. primary and secondary education 3-14 project (EPPSE 3-14): final report from the key stage 3 phase: influences on students' development from age 11-14: research report

    Sylva, K. and Melhuish, Edward C. and Sammons, P. and Siraj-Blatchford, I. and Taggart, B. and Toth, K. and Smees, R. and Draghici, D. and Mayo, A. and Welcomme, W. (2011) Effective pre-school. primary and secondary education 3-14 project (EPPSE 3-14): final report from the key stage 3 phase: influences on students' development from age 11-14: research report. Project Report. Department for Education, London, UK.

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    Abstract

    Background and Aims Since 1997 the Effective Pre-school, Primary and Secondary Education project (EPPE/EPPSE) has investigated the attainment and development of approximately 3,000 children from preschool to the end of Key Stage 3 (KS3). This current phase of the research explored how different phases of education, especially secondary school, are related to students’ attainment, social behaviour and dispositions at age 14 (Year 9) and the factors that predict developmental change over Key Stages. However, schools are not the only influence on students’ development; families and communities matter too and these ‘social’ influences are carefully studied in EPPSE 3-14. The effects of schooling are reported after taking account of individual student and background influences making them ‘net’ of the family and the neighbourhood. The adolescents in this current phase of the EPPSE study shape their own pathways as much as their schools, family or neighbourhood. For this reason, this report highlights students’ perceptions of themselves as learners along with their views of secondary school. The students’ survey reveals substantial variation in students’ experiences in secondary education and possible reasons for this are explored throughout the report. The aims of this phase of the research were to:  investigate the relationships between students’ outcomes at the end of KS3 with individual, family and Home Learning Environment (HLE) background characteristics;  explore the influences of pre-school, primary and secondary school experiences (singly and combined), in terms of quality and academic effectiveness, on students’ later outcomes and how these change over time;  examine differences in effects between more and less disadvantaged students;  explore the relationships between students’ dispositions and their academic and socialbehavioural outcomes;  explore the effects of students’ reports of their secondary school, and classroom processes, on their outcomes. Statistical models were used to predict students’ educational outcomes and developmental progress in KS3 on the basis of knowledge of their families, home environments, schools, and neighbourhoods. However, analytic models can only identify statistical patterns and associations; they cannot take account of the unique characteristics of each child, or their personal and very individual life experiences. We have sought to capture something of the uniqueness of children’s ‘life stories’ through 50 case studies of individual children and their families (Siraj-Blatchford et al., 2011a). The richness of individual family histories, parenting styles, the child’s own agency, school traditions or community features are qualitatively analysed in detail. These put a searchlight on individuals of special interest, especially those who succeeded ‘against the odds’ and those who did not show such success to provide new insight into risks, protective factors and resilience in childhood and beyond.

    Metadata

    Item Type: Monograph (Project Report)
    Additional Information: DFE RR202 ISBN: 9781781050781
    School: Birkbeck Schools and Departments > School of Science > Psychological Sciences
    Research Centre: Children, Families and Social Issues, Institute for the Study of
    Depositing User: Sarah Hall
    Date Deposited: 20 Oct 2015 10:09
    Last Modified: 05 Dec 2016 11:52
    URI: http://eprints.bbk.ac.uk/id/eprint/13128

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