Exploring pupils' views of primary school in Year 5 (original) (raw)
Related papers
2008
The Effective Pre-school and Primary Education Project 3-11 (EPPE 3-11) is a largescale longitudinal study of the impact of pre-school and primary school on children’s developmental outcomes, both cognitive and social/behavioural. The study has been following children from the start of pre-school (at age 3 years plus) through to the end of primary school. Previous reports have focused on the educational and social/behavioural outcomes of the EPPE 3-11 sample at the end of Year 5 (age 10) and progress from the end of Year 1 (age 6) to the end of Year 5 (age 10) in primary school (Sammons et al., 2007a; 2007b). The research also explored the predictive power of a wide variety of child, parent, and family characteristics on attainment and development, including the Early years home learning environment (HLE) during the years of preschool and aspects of the later HLE during Key stage 1 of primary school (Sammons et al., 2002; 2003; Sylva et al., 2004). This research builds on earlier re...
Pupils\u27 self-perceptions and views of primary school in Year 5
2008
The Effective Pre-School and Primary Education 3-11 (EPPE 3-11) project investigates the impact of pre- school, primary school and family on a range of outcomes for a national sample of approximately 2,800 children in England between the ages of 3 and 11 years. This Research Brief presents findings on pupils\u27 Self-perceptions (\u27 Enjoyment of school\u27, \u27Anxiety and Isolation\u27, \u27Academic self-image\u27 and \u27Behavioural self-image\u27 ) and their views of different features of primary school (\u27 Teachers\u27 support for pupils\u27 learning\u27, \u27Headteacher qualities\u27 and \u27Positive social environment\u27 ) in Year 5. The analyses involved two steps: first, differences in pupils\u27 Self-perceptions and Views of primary school measured at Year 5 were explored, in relation to child, family and Home Learning Environment (HLE) characteristics. Second, the relationships between pupils\u27 Self-perceptions and their Views of primary school and educational outco...
Exploring pupils\u27 views of primary school in Year 5
2008
A range of information about pupils\u27 self-perceptions and views of their primary school were collected as part of the EPPE 3-11 Project. In Year 5, the \u27All About Me and My School\u27 questionnaire included information about pupils\u27 views of their primary school. A range of statistical methods has been used to investigate results for 2,528 pupils for whom at least one pupils\u27 views of primary school outcome measure was collected in Year 5. Three measures of pupils\u27 views of primary school were identified from exploratory and confirmatory factor analysis of the questionnaire data and these measures have been further analysed in relation to a range of child, family and home learning environment (HLE) characteristics to explore whether certain groups of pupils have different views and experiences. In addition, analyses have been conducted to see whether pupils\u27 views of primary school are associated with variation in pupils\u27 other outcomes in Year 5
2008
This research builds on earlier reports (Sammons et al., 2007) by investigating relationships between children\u27s outcomes in Year 5 and aspects of pupils\u27 self perceptions and their views of primary school measured in Year 5 (age 10) and in Year 2 (age 7) of primary school while controlling for background characteristics. These measures have been derived from a self-report instrument completed by the EPPE 3-11 children. The analyses explored associations between children\u27s progress and development over time and their self-perceptions and views of primary school
2011
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 atten...
2008
The Effective Pre-school and Primary Education 3-11 project (EPPE 3-11) has studied pre-school and primary school experiences for a national sample of approximately 2,800 children in England between the ages of 3 and 11 years. This Research Brief summarises the key findings up to the end of primary school. It focuses on the relationships between child, family, home, pre-school and primary school characteristics and pupils' subsequent cognitive (Reading/English and Mathematics) and social/behavioural outcomes ('Selfregulation', 'Pro-social' behaviour, 'Hyperacti vity' and 'Anti-social' behaviour) at ages 10 and 11 in Years 5 and 6 of primary school. It also reports on associations between pupils' outcomes and 'other' factors such as pupils' self-perceptions and their views of primary school at age 10, pupil mobility, out of school hours learning and season of birth. In addition, it explores the school/classroom practices and process...