Sammons, P. and Sylva, K. and Melhuish, Edward C. and Siraj-Blatchford, I. and Taggart, B. and Smees, R. and Draghici, D. and Toth, K. (2011) Effective pre-school, primary and secondary education 3-14 project (EPPSE 3-14): students' reports of their experiences of school in year 9. Project Report. Institute of Education, London, UK.
Abstract
The EPPSE project investigates a number of different outcomes, both affective and developmental in the light of a growing interest in assessing the multi functional nature of schooling, such as promoting well being, social behaviour and positive attitudes or dispositions towards learning. This report focuses on the self-reports from students concerning their school experiences and classroom environment (which we term views or reports of school), and the development of robust measures (factors) of school processes and learning experiences that have been incorporated into further analyses of student outcomes. Reports on students’ dispositions, academic and social-behavioural development at this age are published separately (Sammons et al. 2011a; Sammons et al. 2011b; Sammons et al. 2011c). The original EPPE sample was recruited to the study at age 3 years plus and monitored to the end of Key Stage 3 (Year 9) in secondary school. An additional home sample of children (who had not attended a pre-school setting) was recruited when the pre-school sample started primary school. In addition to exploring pre-school influences, the EPPSE 3-14 research is designed to identify the influence of primary and secondary school on students’ later educational outcomes and trajectories, as well as to investigate any continuing pre-school effects. EPPSE 3-14 involves the collection and analysis of a wide range of quantitative data about students’ development and its relation to child, family, home learning environment (HLE) characteristics and the characteristics of the pre-schools they attended. In addition ‘value added’ measures of primary school academic effectiveness1 were added to the extensive data base along with the Department of Education’s (DfE) Contexual Value Added (CVA) measure and the Office for Standards in Education (Ofsted) inspection judgements. These additional school measure enabled comparisons to be made with effectiveness and quality indictors collected during the pre-school and primary phases of the research. Thus it is possible to explore various features of pre-school, primary school and secondary influence on students’ dispositions in Year 9. The analyses reported here are based on one of two separate questionnaires administered to students at the end of Year 9 (age 14). The questionnaire asked about their experiences of school and classroom life (which we term views or reports of school). A similar questionnaire was administered when these students were they were in primary school in Year 5 (age 10)2 . The questionnaire items were derived from existing measures and adapted for use with this age group. Other questions were been taken or adapted from The School Climate Assessment Instrument (Grosin and McNamara 2001) and from the Louisiana ABC+ model (Teddlie and Stringfield 1993). As students views of school were collected from Year 5 analyses of both primary and secondary views of school have been possible (see Sammons et al 2008a, 2008b). A range of statistical methods has been used to investigate results for 1752 students, for whom a least one out of the eight experiences of school measures was available, representing 63% per cent of the students in the EPPSE 3-11 sample. Aims of the study of views of school in Year 9 The aims of the analyses were to; examine students’ questionnaire responses to identify and calculate underlying dimensions (factors) related to their experiences of school at the end of Key Stage 3 (KS3). T hese robust factors provide summary measures of important school and classroom processes. to explore students’ responses to the questionnaire on their experiences of school in Year 9 to explore students’ experiences of school in Year 9 for different student groups (based on gender, FSM, parental qualifications, and early years Home Learning Environment).
Metadata
| Item Type: | Monograph (Project Report) |
|---|---|
| Additional Information: | ISBN: 9780957130937 |
| School: | Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences |
| Research Centres and Institutes: | Children, Families and Social Issues, Institute for the Study of (Closed) |
| Depositing User: | Sarah Hall |
| Date Deposited: | 20 Oct 2015 09:53 |
| Last Modified: | 02 Aug 2023 17:19 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/13127 |
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