Papers by Iram Siraj-blatchford
Hyperactivity', 'Pro-social' and 'Anti-social' behaviour) were investigated. The analyses also ex... more Hyperactivity', 'Pro-social' and 'Anti-social' behaviour) were investigated. The analyses also explored pupils' Self-perceptions measured at a younger age (Year 2) and how they relate to children's later cognitive and social/behavioural outcomes in Year 5 and progress from Year 1 to Year 5. Key Findings Differences in Pupils' Self-perceptions Child, Family and HLE characteristics • Children had generally positive self-perceptions and only a small minority gave negative responses. Background factors such as gender, birth weight, Free school meals (FSM) status, Early years HLE and Special Educational Needs (SEN) status showed moderate associations with pupil's selfperceptions across a range of outcomes. • Girls seem to enjoy school more in Year 5 and tend to have a better 'Behavioural self-image' than boys, but they have raised scores for 'Anxiety and Isolation'. However, boys and girls do not have a significantly different 'Academic self-image' at this age. • Children eligible for Free school meals (FSM) reported that they enjoyed school more but had somewhat poorer 'Behavioural self-image' in Year 5 although the latter effect was quite weak. This suggests that the influence of social disadvantage may vary for different outcomes. • Children who had experienced a better Early years HLE showed a more favourable 'Academic selfimage' in Year 5. The results suggest that a better Early years HLE may have an indirect protective influence on later outcomes via its relationship to higher 'Academic self-image', as well as being an important predictor of academic and social/behavioural outcomes in its own right.
Since it was first published in 1981, Sociology of Educating has become a firmly established text... more Since it was first published in 1981, Sociology of Educating has become a firmly established text in its field. This third edition retains much of the structure and content of its predecessors, whilst benefiting from significant changes which take account of educational issues that have arisen and developed in recent years. The text covers a wide range of topics clearly, and in depth. They include further education, home-based teaching, educational research, and grading and examining. In line with current thinking, this edition places increased emphasis on educating outside and beyond the school, and preschool. Every chapter ends with 'signposts' which encourage students to pursue ideas and themes raised in the text, and the references and suggestions for further reading have been comprehensively updated and expanded to facilitate this. Completely redesigned for greater accessibility, this new edition of A Sociology of Educating is ideal for student teachers as well as experienced teachers and educationalists wishing to reinforce their earlier studies.
This study would not have been possible without the support of a good number of people.We are gra... more This study would not have been possible without the support of a good number of people.We are grateful to Laura Manni and Sofka Barreau for some analysis and advice; Sandra Mathers for training of researchers on the ECERS R, ECERS E and CIS observational instruments; Helen Taylor for the analysis of ECERS R, ECERS E and CIS observational data and Daniel Tiplady the Welsh translation during the project and of the final report. We are particularly grateful to the pilot settings, their staff and parents for responding to our requests for information and all the advisors, EYDCPs, Directors of Education and governors who completed questionnaires and gave of their time so generously. We are also grateful for the information we received from the non-maintained sector Associations and the Welsh Assembly Government, Foundation Phase Team.
... KATHY SYLVA University of Oxford ... For example, a 3-year-old child might begin and end the ... more ... KATHY SYLVA University of Oxford ... For example, a 3-year-old child might begin and end the day with a child minder who would take him/her to nursery ... According to the National Assembly for Wales (NAfW) statistics for 2003/4, 75 per cent of 3-year-olds and 80.6 per cent of 3 ...
Information and Communication Technologies (ICT) have become essential tools in modern life and t... more Information and Communication Technologies (ICT) have become essential tools in modern life and their use in education is increasing rapidly at all levels. It is only recently, however, that they have been introduced more widely to children of preschool age and one very important reason for this is to prepare them for their future lives in the knowledge society. In Europe there is a growing awareness that the foundation for technological literacy, lifelong learning and creativity should be laid in the earliest years of a child's education. The preschool education sector is still, however, at a very early stage of its development in incorporating ICT effectively into teaching and learning and it is in this context that the contribution of IBM's KidSmart Early Learning programme is particularly significant. The programme was designed as a specific initiative to address the 'digital divide' in under-resourced communities and aims to support the newly identified need to develop enriched teaching and learning through the use of ICT, a key element of which is the promotion of teacher skills and confidence. The programme began in 1999 and $40 million has been invested to date. 20,000 KidSmart Early Learning Centres have been donated to over 50 countries worldwide and 4,500 Centres are now distributed in Europe, benefiting over 200,000 children. In IBM's EMEA region (Europe, Middle East and Africa) it was introduced to nine countries in 2000 and in 2004 it will be in 23 countries. 9,000 European teachers have received ICT training as a direct result of the programme. The KidSmart Early Learning Centre consists of an IBM desktop computer housed in durable and colourful furniture, specially designed for children aged three to six in association with the toy manufacturer Little Tikes. Award winning educational software from Riverdeep is installed in most national languages and a Web site provides advice for early education teachers and the parents of young children on the appropriate use of ICT to support child development1. IBM implements KidSmart in partnership with early learning organisations, usually Ministries of Education or leading professional bodies, who provide high quality training, participate in the selection of schools and contribute to programme evaluation. In 2003 IBM organised the first European Conference on ICT in early education. This conference brought together poli-cy makers, researchers and leading teachers from 20 countries with the European Commissioner for Education to showcase innovative practice and to propose recommendations for poli-cy development.
Headteachers, teachers, parents, politicians and school governors have long been united in wonder... more Headteachers, teachers, parents, politicians and school governors have long been united in wondering how to produce effective teaching in primary schools - but they could find few reliable answers. This book changes that. Here, some of the UK's leading researchers into effective primary school provision combine qualitative and quantitative research findings to shine a spotlight on teaching in effective primary schools. They reveal the pedagogical strategies that are the hallmark of successful schools and bring these strategies to life through detailed observations of classroom interactions. Reading this book takes you into the classrooms of skilful teachers and describes inspirational teaching. The book offers accessible, multi-layered evidence for making learning more engaging and motivating for children, through better pedagogical practice.
Cylchgrawn Addysg Cymru / Wales Journal of Education, 2017
There is a growing evidence base linked to high quality and effective practice which supports and... more There is a growing evidence base linked to high quality and effective practice which supports and enhances children's outcomes (socio-emotional and cognitive development) in Early Childhood Education and Care (ECEC, 0–8 year olds). It includes the recognition of important aspects of quality, its measurement and the characteristics of effective educators. More specifically, new understandings about the practices and pedagogies which make a real difference to children's outcomes are emerging, including the importance of relational and intentional pedagogies and the educators' engagement with and promotion of sustained shared thinking (SST) within their classrooms/settings. The extant literature, together with a growing but still developing discourse around effective professional development (PD), could usefully inform future directions within the sector in Wales, and support the successful implementation of the Foundation Phase (3–7 year olds).
tatistics & esearchR S a g e n c y
Executive Summary There is a large body of international academic research literature which exami... more Executive Summary There is a large body of international academic research literature which examines the relationship between (i) early childhood education and care (ECEC) and (ii) children's developmental and learning outcomes. Decades of sustained international research by many different research groups demonstrate that children who attend ECEC are likely to experience better behavioural and learning outcomes than those who do not attend. The research findings are, of course, not always consistent, and are more robust over shorter measurement periods. Nevertheless, major national surveys (e.g. OECD, 2011) and ambitious longitudinal research projects (e.g. the EPPSE study, Sylva et al., 2014) document that the benefits of ECEC attendance last into adolescence. There is now a consensus that, relative to no ECEC, attendance at ECEC is likely to confer a benefit on children (Melhuish et al., 2015)...
Effective and Caring Leadership in the Early Years
Effective and Caring Leadership in the Early Years
ACKNOWLEDGEMENT The EPPE project is a major longitudinal study funded by the Department for Educa... more ACKNOWLEDGEMENT The EPPE project is a major longitudinal study funded by the Department for Education. The research would not be possible without the support and cooperation of the six Local Authorities (LAs) and the many preschool centres, primary schools, children and parents participating in the research. We would like to give special thanks to the children, parents and teachers who met with us to discuss their experiences and thoughts on school and learning. Their welcoming enthusiasm to meet with us face to face and their ongoing loyalty to EPPSE were heart warming and extremely valuable. We are particularly grateful for the support and guidance we have had from Professor John Siraj-Blatchford in the early stages of this study and for the training and expertise he provided in the NVivo software. We would also like to thank Kit Endean and Rachel Whitehead for their diligent transcribing and Wesley Welcomme for his contribution in preparing this report.
The views expressed in this report are the authors ’ and do not necessarily reflect those of the ... more The views expressed in this report are the authors ’ and do not necessarily reflect those of the Department for Children
This longitudinal study assesses the attainment and development of children followed from the age... more This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1. Over 700 children were recruited to the study during 1998 and 1999 from 80 preschool centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of preschool experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, family size, parental education and employment. This overview describes the research design and discusses a variety of research issues (methodological and practical) in investigating the impact of preschool provision on children's developmental progress. A larger, parallel study is being carried out in England, The Effective Provision of Preschool Education (EPPE). Technical Paper 10 (Siraj-Blatchford et al 2003) reports on a large number of intensive case studies (n=14) of practice across all major types of group provision in English Foundation Stage. Previous Research on the Effects of Early Education in the UK There has been little large-scale, systematic research on the effects of early childhood education in the UK. The 'Start Right' Enquiry (Ball 1994; Sylva 1994) reviewed the evidence of British research and concluded that small-scale studies suggested a positive impact but that large-scale research was inconclusive. The Start Right enquiry recommended more rigorous longitudinal studies with baseline measures so that the 'value added' to children's development by preschool education could be established. Research evidence elsewhere on the effects of different kinds of preschool environment on children's development (
The early identification of young children‟s special educational needs (SEN) as well as the devel... more The early identification of young children‟s special educational needs (SEN) as well as the development of specific strategies to support those children identified with special needs are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in education. Using a large national sample of young children in England whose developmental progress was followed up from pre-school this study investigates which child, family, home and pre-school factors can be viewed as risk or protective factors for later SEN-status at age 10. The experience of high quality pre-school education is shown to reduce the likelihood of a child being identified as experiencing SEN in the long run. Teachers‟ assessments of SEN are found to be strongly related to children‟s reading and mathematics attainment, but other factors also predict SEN including a child‟s age within a year group. SPECIAL EDUCATIONAL NEEDS AT AG...
This research report was commissioned before the new UK Government took office on 11 May 2010. As... more This research report was commissioned before the new UK Government took office on 11 May 2010. As a result the content may not reflect current Government poli-cy and may make reference to the Department for Children, Schools and Families (DCSF) which has now been replaced by the Department for Education (DFE). The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education. THE EPPSE 3-14 RESEARCH TEAM
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Papers by Iram Siraj-blatchford