Pearson-Exploring-Effective-Pedagogy-in-Primary-Schools

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Sylva, K., Siraj-Blatchford, I., Melhuish, E.C., Sammons, P., Taggart, B., Evans, E., Dobson, A., Jeavons,M., Lewis, K., Morahan, M. & Sadler, S. (1999a). The Effective Provision of Pre-School Education(EPPE) Project: Technical Paper 6A - Characteristics of Pre-School Environments. London: DfEE /Institute of Education.Sylva, K., Siraj-Blatchford, I., Melhuish, E.C., Sammons, P., Taggart, B., Evans, E., Dobson, A., Jeavons,M., Lewis, K., Morahan, M. & Sadler, S. (1999b). The Effective Provision of Pre-School Education(EPPE) Project: Technical Paper 6 - Characteristics of the Centres in the EPPE Sample:Observational Profiles. London: DfEE / Institute of Education.Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2003). The Early Childhood Environment Rating Scales:4 Curricular Subscales. Stoke on Trent: Trentham Books.Sylva, K., Melhuish, E.C., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2008). Final Report from thePrimary Phase: Pre-school, School and Family Influences on Children’s Development during KeyStage 2 (7-11) (Research Report 61). Nottingham: DCSF / Institute of Education.Sylva, K., Melhuish, E.C., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (Eds.). (2010). Early ChildhoodMatters: Evidence from the Effective Pre-School and Primary Education Project. Routledge Taylor /Francis Group Oxford.Sylva., K., Siraj-Blatchford, I., & Taggart, B. (2011). ECERS-E The four curricular subscales extensionto the Early Childhood Environment Rating Scales (ECERS-R) (4th ed.). London: TeachersCollege Press.Sylva, K., Melhuish, E.C., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2012). Effective Pre-school,Primary and Secondary Education 3-14 Project (EPPSE 3-14): Final Report from the Key stage 3Phase: Influences on Students’ Development from age 11 – 14 (Research Report DFE-RR 202).London: Department for Education.Taggart, B., Siraj-Blatchford, I., Sylva, K., Melhuish, E. and Sammons, P. (2008). Influencing Policy &Practice through Research on Early Childhood Education. International Journal of EarlyChildhood Education, 14(2), 7-21.Teddlie, C. & Reynolds, D. (2000). The international handbook of school effectiveness research.London: Falmer.Tolmie, A. K., Topping, K. J., Christie, D., Donaldson, C., Howe, C., Jessiman, E. & Thurston, A. (2010).Social effects of collaborative learning in primary schools. Learning and Instruction, 20(3): 177-191.Townsend,T. (2007). International Handbook of School Effectiveness and Improvement. Berlin:Springer.Trautwein, U. (2007). The Homework- Achievement Relation Reconsidered: DifferentiatingHomework Time, Homework Frequency, and Homework Effort. Learning and Instruction,17(3): 372-388.50 | Exploring Effective Pedagogy in Primary Schools
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Page 1 and 2:
Exploring Effective Pedagogy inPrim
Page 3 and 4:
About the AuthorsProfessor Iram Sir
Page 5 and 6:
ContentsForeword - by Dylan WiliamE
Page 7 and 8:
That is why the Effective Pre-Schoo
Page 9 and 10:
Executive SummaryBackgroundThis pub
Page 11 and 12:
some there was incomplete data; onl
Page 13 and 14: Personalised teaching and learningT
Page 15 and 16: 1Pedagogy: TheInternational Perspec
Page 17 and 18: The work of SER scholars provided p
Page 19 and 20: The TIMSS study is very clear about
Page 21 and 22: Given that pedagogy is fundamentall
Page 23 and 24: The methodsThe EPPSE study is uniqu
Page 25 and 26: The case studies of practice were c
Page 27 and 28: The full findings of this associate
Page 29 and 30: Group C: Poor Schools: Low academic
Page 31 and 32: The initial analyses of the observe
Page 33 and 34: • Routines are very efficient - h
Page 35 and 36: 3. HomeworkThe EPPSE 3-14 study sho
Page 37 and 38: • Supportive approach with high e
Page 39 and 40: • Only one very minor disagreemen
Page 41 and 42: Children in highly effective school
Page 43 and 44: • Teacher is very aware of childr
Page 45 and 46: Another example demonstrates clear
Page 47 and 48: 10. Assessment for Learning (AfL)As
Page 49 and 50: She was able to offer a little feed
Page 51 and 52: It is highly likely that good organ
Page 53 and 54: Also, although the large amounts of
Page 55 and 56: All of the above could be researche
Page 57 and 58: Claxton, G. & Carr, M. (2004). A Fr
Page 59 and 60: Gorard, S. (2010b). Serious doubts
Page 61 and 62: OECD Organisation for Economic Co-o
Page 63: Sammons, P., Sylva, K., Melhuish, E
Page 67 and 68: Child social behaviour - Social int
Page 69 and 70: Appendix 2: Complete List of School
Page 71 and 72: Appendix 2: Complete List of School
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