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Interests: educational effectiveness, the quality of teaching, school improvement and equity.<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://kuleuven.academia.edu/NoelBSalazar"><img class="profile-avatar u-positionAbsolute" alt="Noel B. 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data-section-name="Book-chapters" data-toggle="tab" href="#bookchapters" role="tab" style="border: none;"><span>1</span> Book chapters</a></li></ul></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Pamela Sammons</h3></div><div class="js-work-strip profile--work_container" data-work-id="107599530"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/107599530/Research_Based_School_Improvement_How_Highly_Effective_and_Improving_Schools_in_England_Apply_Research"><img alt="Research paper thumbnail of Research-Based School Improvement: How Highly Effective and Improving Schools in England Apply Research" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/107599530/Research_Based_School_Improvement_How_Highly_Effective_and_Improving_Schools_in_England_Apply_Research">Research-Based School Improvement: How Highly Effective and Improving Schools in England Apply Research</a></div><div class="wp-workCard_item"><span>Proceedings of the 2020 AERA Annual Meeting</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span 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data-work-id="107599529"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107599529/The_Research_Schools_Programme_in_Opportunity_Areas_Investigating_the_Impact_of_Research_Schools_in_Promoting_Better_Outcomes_in_Schools"><img alt="Research paper thumbnail of The Research Schools Programme in Opportunity Areas: Investigating the Impact of Research Schools in Promoting Better Outcomes in Schools" class="work-thumbnail" src="https://attachments.academia-assets.com/106223911/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107599529/The_Research_Schools_Programme_in_Opportunity_Areas_Investigating_the_Impact_of_Research_Schools_in_Promoting_Better_Outcomes_in_Schools">The Research Schools Programme in Opportunity Areas: Investigating the Impact of Research Schools in Promoting Better Outcomes in Schools</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The project This report presents the results of an EEF-funded, independent evaluation designed to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The project This report presents the results of an EEF-funded, independent evaluation designed to investigate the extent to which, and in what ways, Research Schools (RSs) in Opportunity Areas (OAs) 1 had supported schools to enact evidencebased practices in their classrooms. 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</script> <div class="js-work-strip profile--work_container" data-work-id="107599527"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/107599527/The_Impact_of_School_Leadership_on_Student_Outcomes"><img alt="Research paper thumbnail of The Impact of School Leadership on Student Outcomes" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/107599527/The_Impact_of_School_Leadership_on_Student_Outcomes">The Impact of School Leadership on Student Outcomes</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107599527"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107599527"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107599527; 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Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. 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The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088473"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/94088473/We_Want_Your_Child_to_Go_to_University_Raising_Aspirations_in_Difficult_Circumstances_in_London"><img alt="Research paper thumbnail of We Want Your Child to Go to University": Raising Aspirations in Difficult Circumstances in London" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/94088473/We_Want_Your_Child_to_Go_to_University_Raising_Aspirations_in_Difficult_Circumstances_in_London">We Want Your Child to Go to University": Raising Aspirations in Difficult Circumstances in London</a></div><div class="wp-workCard_item"><span>Proceedings of the 2021 AERA Annual Meeting</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Outcomes for school students in London, especially for those from disadvantaged backgrounds, have...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Outcomes for school students in London, especially for those from disadvantaged backgrounds, have improved dramatically over the last two decades (Baars, Shaw, Mulcahy &amp;amp; Menzies, 2018; Greaves, Macmillan &amp;amp; Sibieta, 2014), giving rise to an academic debate around the factors behind these improvements, also termed the “London effect” (e.g. Baars et al., 2014; Macdougall &amp;amp; Lupton, 2018). There is consensus on the decisive influence of “effective leadership at every level of the system” (Baars et al., 2014, p.12; see also Sammons, Matthews, Day &amp;amp; Gu, 2007). Leadership at the level of individual schools appears to have been a particularly crucial driver of these improvement processes (Baars et al., 2014). One element of this effective leadership, argued to have been significant in boosting disadvantaged students’ outcomes, entailed raising the aspirations and expectations of students, parents and staff (Baars et al., 2018; Day et al., 2009). The objective of this paper is to further explore this element of effective leadership in highly effective schools with a high proportion of disadvantaged students in deprived areas of London. We will provide insights into the views of leaders in such schools, exploring their approaches to raising aspirations and expectations. In so doing, we aim to increase understanding of effective practices in this field, alongside providing impetus for reflection on headteacher training, teacher education and continuous professional development.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088473"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088473"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088473; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94088473]").text(description); $(".js-view-count[data-work-id=94088473]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94088473; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94088473']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=94088473]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94088473,"title":"We Want Your Child to Go to University\": Raising Aspirations in Difficult Circumstances in London","internal_url":"https://www.academia.edu/94088473/We_Want_Your_Child_to_Go_to_University_Raising_Aspirations_in_Difficult_Circumstances_in_London","owner_id":20896586,"coauthors_can_edit":true,"owner":{"id":20896586,"first_name":"Pamela","middle_initials":null,"last_name":"Sammons","page_name":"PamelaSammons","domain_name":"independent","created_at":"2014-11-06T02:25:54.951-08:00","display_name":"Pamela Sammons","url":"https://independent.academia.edu/PamelaSammons"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088471"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94088471/Evaluation_of_the_Impact_and_Implementation_of_Inspire_Maths_in_Year_1_Classrooms_in_England"><img alt="Research paper thumbnail of Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England" class="work-thumbnail" src="https://attachments.academia-assets.com/96644759/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94088471/Evaluation_of_the_Impact_and_Implementation_of_Inspire_Maths_in_Year_1_Classrooms_in_England">Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background to the study 5 Methods 5 Summary of Findings 5 1. Introduction 8 1.1. The Inspire Math...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background to the study 5 Methods 5 Summary of Findings 5 1. Introduction 8 1.1. The Inspire Maths Programme 8 1.2 Policy Context 8 1.3. Aims of the Study 8 1.4 Research Questions 9 2. Method 2.1 Sample 2.2 Design 2.3 Measures 2.4 Analytical Strategy 3. Findings 3.1 Pupil progress in, and attitudes towards, mathematics 3.2 Implementation of Inspire Maths 3.3 Teachers' views and experiences of Inspire Maths implementation 3.4 OUP support and services 4. Conclusions and Next Steps</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9a5ee1b5581b5615f3048b650499a4fb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96644759,"asset_id":94088471,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96644759/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088471"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088471"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088471; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088470"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/94088470/Are_we_there_yet_a_study_of_the_Oxford_University_Press_pathways_to_school_improvement"><img alt="Research paper thumbnail of Are we there yet?" : a study of the Oxford University Press pathways to school improvement" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/94088470/Are_we_there_yet_a_study_of_the_Oxford_University_Press_pathways_to_school_improvement">Are we there yet?" : a study of the Oxford University Press pathways to school improvement</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study explores the workings of, and practitioner engagement with, a selection of online reso...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study explores the workings of, and practitioner engagement with, a selection of online resources provided by the Oxford University Press (OUP) intended to support primary schools’ engagement in improvement tasks. On 5 November 2013, the OUP launched ‘Pathways’, an online ‘four-step system’ to school improvement comprising the following phases: ‘audit’, ‘strategic planning’, ‘take action’ and ‘evaluate impact’. The resources, consisting of 23 different Pathways divided by ‘issue’, aim to support primary schools through a range of whole school improvement and curriculum-focused topics, for example increasing parental engagement and promoting outstanding reading. This research investigated primary school practitioner perceptions and attitudes towards OUP Pathways and both collective and individual improvement practice via an embedded multi-method case study comprising a purposive sample of five primary schools that signed up to use Pathways. It also followed the evolution of Path...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088470"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088470"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088470; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94088470]").text(description); $(".js-view-count[data-work-id=94088470]").attr('title', description).tooltip(); 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views and expe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many practitioners and researchers are concerned to learn more about students&#39; views and experiences of school and also to focus on a broader range of socio-emotional educational outcomes in addition to the narrowly academic that have received increasing emphasis in many countries over the last two decades. They believe that the stress on test and examination results and growing importance attached by policy makers to country performance in international comparisons such as PISA, PIRLS and TIMSS (Baird et al, 2016) has led to an over emphasis on narrow cognitive skills at the expense of broader socio-emotional outcomes, curriculum breadth and the quality of educational experiences, particularly in the US following the introduction of accountability pressures linked to the No Child Left Behind initiative (Au, 2007; Crocco, & Costigan, 2007; Nelson, 2013) (2007). There are also more general worries about increases in the incidence of mental health problems, anxiety and stress leve...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="917c8ea04a2cdac2b48a07c968e068e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96644728,"asset_id":94088469,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96644728/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088469"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088469"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088469; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088468"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/94088468/Using_mixed_methods_to_evaluate_a_mastery_approach_to_teaching_mathematics_considerations_of_quality_and_equity_with_regard_to_individual_learning_needs"><img alt="Research paper thumbnail of Using mixed methods to evaluate a mastery approach to teaching mathematics: considerations of quality and equity with regard to individual learning needs" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/94088468/Using_mixed_methods_to_evaluate_a_mastery_approach_to_teaching_mathematics_considerations_of_quality_and_equity_with_regard_to_individual_learning_needs">Using mixed methods to evaluate a mastery approach to teaching mathematics: considerations of quality and equity with regard to individual learning needs</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We present results from a mixed-method evaluation of a mastery-oriented, Singapore-based mathemat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We present results from a mixed-method evaluation of a mastery-oriented, Singapore-based mathematics textbook series and teaching approach in Year 1 classrooms in England (Hall, Lindorff, & Sammons, 2016), reanalysed with a focus on individual learning needs -- not a predefined focus, but one that emerged during fieldwork/analysis. The present objectives are: 1.To illustrate the potential of mixed methods to investigate of emergent findings beyond a priori aims; 2.To explore substantive findings regarding equity and quality of teaching/learning with a mastery orientation for diverse learning needs. This study was framed by Bloom’s mastery learning theory combined with a teacher effectiveness perspective. We used a mixed methods Cluster Randomised Controlled Trial (mmCRCT) design with a delayed treatment group. Data sources included pupil assessments and attitude questionnaires, lesson observations, and teacher interviews (all conducted in the first, second and third terms of 2015-...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088468; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94088468]").text(description); $(".js-view-count[data-work-id=94088468]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94088468; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94088468']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=94088468]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94088468,"title":"Using mixed methods to evaluate a mastery approach to teaching mathematics: considerations of quality and equity with regard to individual learning needs","internal_url":"https://www.academia.edu/94088468/Using_mixed_methods_to_evaluate_a_mastery_approach_to_teaching_mathematics_considerations_of_quality_and_equity_with_regard_to_individual_learning_needs","owner_id":20896586,"coauthors_can_edit":true,"owner":{"id":20896586,"first_name":"Pamela","middle_initials":null,"last_name":"Sammons","page_name":"PamelaSammons","domain_name":"independent","created_at":"2014-11-06T02:25:54.951-08:00","display_name":"Pamela Sammons","url":"https://independent.academia.edu/PamelaSammons"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088467"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/94088467/Airbag_moderation_the_definition_and_implementation_of_a_new_research_hypothesis"><img alt="Research paper thumbnail of Airbag moderation: the definition and implementation of a new research hypothesis" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/94088467/Airbag_moderation_the_definition_and_implementation_of_a_new_research_hypothesis">Airbag moderation: the definition and implementation of a new research hypothesis</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background: moderation is the hypothesis that the relationship between two concepts varies as a f...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background: moderation is the hypothesis that the relationship between two concepts varies as a function of a third. Extensions of this hypothesis have been proposed variously linking Moderation to the hypothesis of Mediation. Aims: To define and implement the hypothesis of Airbag Moderation. That the relationship between two concepts varies as a function of a third and that this third concept is caused by one of the others. Methods: airbag Moderation is defined in reference to definitions of Moderation. Different methods of statistically implementing Airbag Moderation are then presented. Results: an example Airbag Moderation is documented using ‘real-life’ research data. Conclusions: potential applications of Airbag Moderation are discussed and future directions considered.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088467"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088467"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088467; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94088467]").text(description); $(".js-view-count[data-work-id=94088467]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94088467; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94088467']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=94088467]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94088467,"title":"Airbag moderation: the definition and implementation of a new research hypothesis","internal_url":"https://www.academia.edu/94088467/Airbag_moderation_the_definition_and_implementation_of_a_new_research_hypothesis","owner_id":20896586,"coauthors_can_edit":true,"owner":{"id":20896586,"first_name":"Pamela","middle_initials":null,"last_name":"Sammons","page_name":"PamelaSammons","domain_name":"independent","created_at":"2014-11-06T02:25:54.951-08:00","display_name":"Pamela Sammons","url":"https://independent.academia.edu/PamelaSammons"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088466"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/94088466/Evaluating_Children_s_Centres_in_England_impact_on_children_parents_and_families"><img alt="Research paper thumbnail of Evaluating Children’s Centres in England: impact on children, parents and families" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/94088466/Evaluating_Children_s_Centres_in_England_impact_on_children_parents_and_families">Evaluating Children’s Centres in England: impact on children, parents and families</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088466"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088466"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088466; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94088466]").text(description); $(".js-view-count[data-work-id=94088466]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94088466; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94088466']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=94088466]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94088466,"title":"Evaluating Children’s Centres in England: impact on children, parents and families","internal_url":"https://www.academia.edu/94088466/Evaluating_Children_s_Centres_in_England_impact_on_children_parents_and_families","owner_id":20896586,"coauthors_can_edit":true,"owner":{"id":20896586,"first_name":"Pamela","middle_initials":null,"last_name":"Sammons","page_name":"PamelaSammons","domain_name":"independent","created_at":"2014-11-06T02:25:54.951-08:00","display_name":"Pamela Sammons","url":"https://independent.academia.edu/PamelaSammons"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088464"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94088464/Hybrid_content_specific_and_generic_approaches_to_lesson_observation_Possibilities_and_practicalities"><img alt="Research paper thumbnail of Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities" class="work-thumbnail" src="https://attachments.academia-assets.com/96644760/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94088464/Hybrid_content_specific_and_generic_approaches_to_lesson_observation_Possibilities_and_practicalities">Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities</a></div><div class="wp-workCard_item"><span>Studies in Educational Evaluation</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper considers various approaches to classroom observation that combine generic and mathema...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper considers various approaches to classroom observation that combine generic and mathematics content-specific dimensions of instructional quality. Using results from previous research in which three research teams each analysed the same three mathematics lessons (from fourth-grade mathematics classrooms in the USA) using different frameworks, we compare features of the frameworks and assess the extent to which these lead to convergent, divergent or complementary assessments of instructional quality. These findings inform reflections on how a synthesis of existing conceptualisations of instructional quality captures shared aspects of different frameworks but may be differentially useful than individual frameworks depending upon the purposes of observations. Specifically, single frameworks may be particularly useful within specific contexts and for professional development and accountability, but a synthesis of frameworks can foster more coherent cross-cultural understandings of instructional quality. We argue that establishing international networks of scholars can facilitate collaborations aiming to investigate and understand instructional quality.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f3fdc6e17d2c925a5914be723c9bd8b8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96644760,"asset_id":94088464,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96644760/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088464"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088464"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088464; 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Method in Education</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bd0fb558947a7500f2347fe5e21a5856" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96644757,"asset_id":94088463,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96644757/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088463"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088463"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088463; 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Full Report" class="work-thumbnail" src="https://attachments.academia-assets.com/96644756/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94088461/Bilingual_Education_in_Brunei_The_Evolution_of_the_Brunei_Approach_to_Bilingual_Education_and_the_Role_of_CfBT_in_Promoting_Educational_Change_Full_Report">Bilingual Education in Brunei: The Evolution of the Brunei Approach to Bilingual Education and the Role of CfBT in Promoting Educational Change. Full Report</a></div><div class="wp-workCard_item"><span>Cfbt Education Trust</span><span>, Feb 1, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bilingual education in Brunei: the evolution of the Brunei approach to bilingual education and th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bilingual education in Brunei: the evolution of the Brunei approach to bilingual education and the role of CfBT in promoting educational change: full report Welcome to CfBT Education Trust CfBT Education Trust is a top 30* UK charity providing education services for public benefit in the UK and internationally. Established over 40 years ago, CfBT Education Trust has an annual turnover exceeding £200 million and employs more than 3,000 staff worldwide. We aspire to be the world's leading provider of education services, with a particular interest in school effectiveness. Our work involves school improvement through inspection, school workforce development and curriculum design for the UK's Department for Education, the Office for Standards in Education, Children's Services and Skills (Ofsted), local authorities and an increasing number of independent and state schools, free schools and academies. Internationally we have successfully implemented education programmes for governments in the Middle East, North Africa and South East Asia and work on projects funded by donors such as the Department for International Development, the European Commission, the Australian Agency for International Development, the World Bank and the US Agency for International Development, in low-and middle-income countries. Surpluses generated by our operations are reinvested in our educational research programme. 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94088457]").text(description); $(".js-view-count[data-work-id=94088457]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94088457; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94088457']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94040584"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94040584/The_role_of_pre_school_quality_in_promoting_resilience_in_the_cognitive_development_of_young_children"><img alt="Research paper thumbnail of The role of pre‐school quality in promoting resilience in the cognitive development of young children" class="work-thumbnail" src="https://attachments.academia-assets.com/96611076/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94040584/The_role_of_pre_school_quality_in_promoting_resilience_in_the_cognitive_development_of_young_children">The role of pre‐school quality in promoting resilience in the cognitive development of young children</a></div><div class="wp-workCard_item"><span>Oxford Review of Education</span><span>, 2009</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study reported here investigates the role of preschool education as a protective factor in th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study reported here investigates the role of preschool education as a protective factor in the development of children who are at risk due to environmental and individual factors. Previous studies on resilience have found only limited support for such a protective relationship. This investigation builds upon earlier research by examining different kinds of "quality" in early education. It tests the hypothesis that pre-schools of high quality can moderate the impacts of risks upon cognitive development. If quality moderates the impact of known risks, then it can be considered an educational "protection" in child development and a promoter of resilience. Cognitive development was measured in 2857 English pre-schoolers at 36 and 58 months of age. At the same time, 22 individual risks to children"s development were measured as well. The 141 pre-schools that the children attended had the quality of their provision assessed by three measures. Multilevel structural equation modelling revealed that: the global quality of preschool can moderate the effects of familial risk (such as poverty), the relationships between staff and children can moderate the effects of child level risk (such as low birth weight), and the specific quality of curricular provision can moderate the effects of both. Policy makers need to take quality into account in their efforts to promote resilience in young "at risk" children through early childhood services.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c105e89fded314bac10429c83ca5b932" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96611076,"asset_id":94040584,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96611076/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94040584"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94040584"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94040584; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2087272" id="papers"><div class="js-work-strip profile--work_container" data-work-id="107599530"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/107599530/Research_Based_School_Improvement_How_Highly_Effective_and_Improving_Schools_in_England_Apply_Research"><img alt="Research paper thumbnail of Research-Based School Improvement: How Highly Effective and Improving Schools in England Apply Research" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/107599530/Research_Based_School_Improvement_How_Highly_Effective_and_Improving_Schools_in_England_Apply_Research">Research-Based School Improvement: How Highly Effective and Improving Schools in England Apply Research</a></div><div class="wp-workCard_item"><span>Proceedings of the 2020 AERA Annual Meeting</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107599530"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107599530"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107599530; 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</script> <div class="js-work-strip profile--work_container" data-work-id="107599529"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107599529/The_Research_Schools_Programme_in_Opportunity_Areas_Investigating_the_Impact_of_Research_Schools_in_Promoting_Better_Outcomes_in_Schools"><img alt="Research paper thumbnail of The Research Schools Programme in Opportunity Areas: Investigating the Impact of Research Schools in Promoting Better Outcomes in Schools" class="work-thumbnail" src="https://attachments.academia-assets.com/106223911/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107599529/The_Research_Schools_Programme_in_Opportunity_Areas_Investigating_the_Impact_of_Research_Schools_in_Promoting_Better_Outcomes_in_Schools">The Research Schools Programme in Opportunity Areas: Investigating the Impact of Research Schools in Promoting Better Outcomes in Schools</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The project This report presents the results of an EEF-funded, independent evaluation designed to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The project This report presents the results of an EEF-funded, independent evaluation designed to investigate the extent to which, and in what ways, Research Schools (RSs) in Opportunity Areas (OAs) 1 had supported schools to enact evidencebased practices in their classrooms. 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The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=100390057]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100390057,"title":"Combatting disadvantage in the early years: Evaluating the impact of Children’s Centres in promoting better outcomes for children, parents and families in England","internal_url":"https://www.academia.edu/100390057/Combatting_disadvantage_in_the_early_years_Evaluating_the_impact_of_Children_s_Centres_in_promoting_better_outcomes_for_children_parents_and_families_in_England","owner_id":20896586,"coauthors_can_edit":true,"owner":{"id":20896586,"first_name":"Pamela","middle_initials":null,"last_name":"Sammons","page_name":"PamelaSammons","domain_name":"independent","created_at":"2014-11-06T02:25:54.951-08:00","display_name":"Pamela Sammons","url":"https://independent.academia.edu/PamelaSammons"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088473"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/94088473/We_Want_Your_Child_to_Go_to_University_Raising_Aspirations_in_Difficult_Circumstances_in_London"><img alt="Research paper thumbnail of We Want Your Child to Go to University": Raising Aspirations in Difficult Circumstances in London" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/94088473/We_Want_Your_Child_to_Go_to_University_Raising_Aspirations_in_Difficult_Circumstances_in_London">We Want Your Child to Go to University": Raising Aspirations in Difficult Circumstances in London</a></div><div class="wp-workCard_item"><span>Proceedings of the 2021 AERA Annual Meeting</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Outcomes for school students in London, especially for those from disadvantaged backgrounds, have...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Outcomes for school students in London, especially for those from disadvantaged backgrounds, have improved dramatically over the last two decades (Baars, Shaw, Mulcahy &amp;amp; Menzies, 2018; Greaves, Macmillan &amp;amp; Sibieta, 2014), giving rise to an academic debate around the factors behind these improvements, also termed the “London effect” (e.g. Baars et al., 2014; Macdougall &amp;amp; Lupton, 2018). There is consensus on the decisive influence of “effective leadership at every level of the system” (Baars et al., 2014, p.12; see also Sammons, Matthews, Day &amp;amp; Gu, 2007). Leadership at the level of individual schools appears to have been a particularly crucial driver of these improvement processes (Baars et al., 2014). One element of this effective leadership, argued to have been significant in boosting disadvantaged students’ outcomes, entailed raising the aspirations and expectations of students, parents and staff (Baars et al., 2018; Day et al., 2009). The objective of this paper is to further explore this element of effective leadership in highly effective schools with a high proportion of disadvantaged students in deprived areas of London. We will provide insights into the views of leaders in such schools, exploring their approaches to raising aspirations and expectations. In so doing, we aim to increase understanding of effective practices in this field, alongside providing impetus for reflection on headteacher training, teacher education and continuous professional development.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088473"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088473"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088473; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94088473]").text(description); $(".js-view-count[data-work-id=94088473]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94088473; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94088473']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=94088473]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94088473,"title":"We Want Your Child to Go to University\": Raising Aspirations in Difficult Circumstances in London","internal_url":"https://www.academia.edu/94088473/We_Want_Your_Child_to_Go_to_University_Raising_Aspirations_in_Difficult_Circumstances_in_London","owner_id":20896586,"coauthors_can_edit":true,"owner":{"id":20896586,"first_name":"Pamela","middle_initials":null,"last_name":"Sammons","page_name":"PamelaSammons","domain_name":"independent","created_at":"2014-11-06T02:25:54.951-08:00","display_name":"Pamela Sammons","url":"https://independent.academia.edu/PamelaSammons"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088471"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94088471/Evaluation_of_the_Impact_and_Implementation_of_Inspire_Maths_in_Year_1_Classrooms_in_England"><img alt="Research paper thumbnail of Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England" class="work-thumbnail" src="https://attachments.academia-assets.com/96644759/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94088471/Evaluation_of_the_Impact_and_Implementation_of_Inspire_Maths_in_Year_1_Classrooms_in_England">Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background to the study 5 Methods 5 Summary of Findings 5 1. Introduction 8 1.1. The Inspire Math...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background to the study 5 Methods 5 Summary of Findings 5 1. Introduction 8 1.1. The Inspire Maths Programme 8 1.2 Policy Context 8 1.3. Aims of the Study 8 1.4 Research Questions 9 2. Method 2.1 Sample 2.2 Design 2.3 Measures 2.4 Analytical Strategy 3. Findings 3.1 Pupil progress in, and attitudes towards, mathematics 3.2 Implementation of Inspire Maths 3.3 Teachers' views and experiences of Inspire Maths implementation 3.4 OUP support and services 4. Conclusions and Next Steps</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9a5ee1b5581b5615f3048b650499a4fb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96644759,"asset_id":94088471,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96644759/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088471"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088471"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088471; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088470"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/94088470/Are_we_there_yet_a_study_of_the_Oxford_University_Press_pathways_to_school_improvement"><img alt="Research paper thumbnail of Are we there yet?" : a study of the Oxford University Press pathways to school improvement" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/94088470/Are_we_there_yet_a_study_of_the_Oxford_University_Press_pathways_to_school_improvement">Are we there yet?" : a study of the Oxford University Press pathways to school improvement</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study explores the workings of, and practitioner engagement with, a selection of online reso...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study explores the workings of, and practitioner engagement with, a selection of online resources provided by the Oxford University Press (OUP) intended to support primary schools’ engagement in improvement tasks. On 5 November 2013, the OUP launched ‘Pathways’, an online ‘four-step system’ to school improvement comprising the following phases: ‘audit’, ‘strategic planning’, ‘take action’ and ‘evaluate impact’. The resources, consisting of 23 different Pathways divided by ‘issue’, aim to support primary schools through a range of whole school improvement and curriculum-focused topics, for example increasing parental engagement and promoting outstanding reading. This research investigated primary school practitioner perceptions and attitudes towards OUP Pathways and both collective and individual improvement practice via an embedded multi-method case study comprising a purposive sample of five primary schools that signed up to use Pathways. It also followed the evolution of Path...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088470"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088470"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088470; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94088470]").text(description); $(".js-view-count[data-work-id=94088470]").attr('title', description).tooltip(); 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=94088470]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94088470,"title":"Are we there yet?\" : a study of the Oxford University Press pathways to school improvement","internal_url":"https://www.academia.edu/94088470/Are_we_there_yet_a_study_of_the_Oxford_University_Press_pathways_to_school_improvement","owner_id":20896586,"coauthors_can_edit":true,"owner":{"id":20896586,"first_name":"Pamela","middle_initials":null,"last_name":"Sammons","page_name":"PamelaSammons","domain_name":"independent","created_at":"2014-11-06T02:25:54.951-08:00","display_name":"Pamela Sammons","url":"https://independent.academia.edu/PamelaSammons"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088469"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94088469/What_Can_We_Learn_from_Students_Reports_of_their_Secondary_School_Experiences_and_their_Role_in_Shaping_Academic_Outcomes_at_GCSE"><img alt="Research paper thumbnail of What Can We Learn from Students' Reports of their Secondary School Experiences and their Role in Shaping Academic Outcomes at GCSE?" class="work-thumbnail" src="https://attachments.academia-assets.com/96644728/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94088469/What_Can_We_Learn_from_Students_Reports_of_their_Secondary_School_Experiences_and_their_Role_in_Shaping_Academic_Outcomes_at_GCSE">What Can We Learn from Students' Reports of their Secondary School Experiences and their Role in Shaping Academic Outcomes at GCSE?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many practitioners and researchers are concerned to learn more about students&#39; views and expe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many practitioners and researchers are concerned to learn more about students&#39; views and experiences of school and also to focus on a broader range of socio-emotional educational outcomes in addition to the narrowly academic that have received increasing emphasis in many countries over the last two decades. They believe that the stress on test and examination results and growing importance attached by policy makers to country performance in international comparisons such as PISA, PIRLS and TIMSS (Baird et al, 2016) has led to an over emphasis on narrow cognitive skills at the expense of broader socio-emotional outcomes, curriculum breadth and the quality of educational experiences, particularly in the US following the introduction of accountability pressures linked to the No Child Left Behind initiative (Au, 2007; Crocco, & Costigan, 2007; Nelson, 2013) (2007). There are also more general worries about increases in the incidence of mental health problems, anxiety and stress leve...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="917c8ea04a2cdac2b48a07c968e068e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96644728,"asset_id":94088469,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96644728/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088469"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088469"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088469; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088468"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/94088468/Using_mixed_methods_to_evaluate_a_mastery_approach_to_teaching_mathematics_considerations_of_quality_and_equity_with_regard_to_individual_learning_needs"><img alt="Research paper thumbnail of Using mixed methods to evaluate a mastery approach to teaching mathematics: considerations of quality and equity with regard to individual learning needs" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/94088468/Using_mixed_methods_to_evaluate_a_mastery_approach_to_teaching_mathematics_considerations_of_quality_and_equity_with_regard_to_individual_learning_needs">Using mixed methods to evaluate a mastery approach to teaching mathematics: considerations of quality and equity with regard to individual learning needs</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We present results from a mixed-method evaluation of a mastery-oriented, Singapore-based mathemat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We present results from a mixed-method evaluation of a mastery-oriented, Singapore-based mathematics textbook series and teaching approach in Year 1 classrooms in England (Hall, Lindorff, & Sammons, 2016), reanalysed with a focus on individual learning needs -- not a predefined focus, but one that emerged during fieldwork/analysis. The present objectives are: 1.To illustrate the potential of mixed methods to investigate of emergent findings beyond a priori aims; 2.To explore substantive findings regarding equity and quality of teaching/learning with a mastery orientation for diverse learning needs. This study was framed by Bloom’s mastery learning theory combined with a teacher effectiveness perspective. We used a mixed methods Cluster Randomised Controlled Trial (mmCRCT) design with a delayed treatment group. Data sources included pupil assessments and attitude questionnaires, lesson observations, and teacher interviews (all conducted in the first, second and third terms of 2015-...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088468; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94088468]").text(description); $(".js-view-count[data-work-id=94088468]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94088468; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94088468']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=94088468]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94088468,"title":"Using mixed methods to evaluate a mastery approach to teaching mathematics: considerations of quality and equity with regard to individual learning needs","internal_url":"https://www.academia.edu/94088468/Using_mixed_methods_to_evaluate_a_mastery_approach_to_teaching_mathematics_considerations_of_quality_and_equity_with_regard_to_individual_learning_needs","owner_id":20896586,"coauthors_can_edit":true,"owner":{"id":20896586,"first_name":"Pamela","middle_initials":null,"last_name":"Sammons","page_name":"PamelaSammons","domain_name":"independent","created_at":"2014-11-06T02:25:54.951-08:00","display_name":"Pamela Sammons","url":"https://independent.academia.edu/PamelaSammons"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088467"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/94088467/Airbag_moderation_the_definition_and_implementation_of_a_new_research_hypothesis"><img alt="Research paper thumbnail of Airbag moderation: the definition and implementation of a new research hypothesis" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/94088467/Airbag_moderation_the_definition_and_implementation_of_a_new_research_hypothesis">Airbag moderation: the definition and implementation of a new research hypothesis</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background: moderation is the hypothesis that the relationship between two concepts varies as a f...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background: moderation is the hypothesis that the relationship between two concepts varies as a function of a third. Extensions of this hypothesis have been proposed variously linking Moderation to the hypothesis of Mediation. Aims: To define and implement the hypothesis of Airbag Moderation. That the relationship between two concepts varies as a function of a third and that this third concept is caused by one of the others. Methods: airbag Moderation is defined in reference to definitions of Moderation. Different methods of statistically implementing Airbag Moderation are then presented. Results: an example Airbag Moderation is documented using ‘real-life’ research data. Conclusions: potential applications of Airbag Moderation are discussed and future directions considered.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088467"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088467"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088467; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94088467]").text(description); 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94088466]").text(description); $(".js-view-count[data-work-id=94088466]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94088466; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94088466']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=94088466]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94088466,"title":"Evaluating Children’s Centres in England: impact on children, parents and families","internal_url":"https://www.academia.edu/94088466/Evaluating_Children_s_Centres_in_England_impact_on_children_parents_and_families","owner_id":20896586,"coauthors_can_edit":true,"owner":{"id":20896586,"first_name":"Pamela","middle_initials":null,"last_name":"Sammons","page_name":"PamelaSammons","domain_name":"independent","created_at":"2014-11-06T02:25:54.951-08:00","display_name":"Pamela Sammons","url":"https://independent.academia.edu/PamelaSammons"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94088464"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94088464/Hybrid_content_specific_and_generic_approaches_to_lesson_observation_Possibilities_and_practicalities"><img alt="Research paper thumbnail of Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities" class="work-thumbnail" src="https://attachments.academia-assets.com/96644760/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94088464/Hybrid_content_specific_and_generic_approaches_to_lesson_observation_Possibilities_and_practicalities">Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities</a></div><div class="wp-workCard_item"><span>Studies in Educational Evaluation</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper considers various approaches to classroom observation that combine generic and mathema...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper considers various approaches to classroom observation that combine generic and mathematics content-specific dimensions of instructional quality. Using results from previous research in which three research teams each analysed the same three mathematics lessons (from fourth-grade mathematics classrooms in the USA) using different frameworks, we compare features of the frameworks and assess the extent to which these lead to convergent, divergent or complementary assessments of instructional quality. These findings inform reflections on how a synthesis of existing conceptualisations of instructional quality captures shared aspects of different frameworks but may be differentially useful than individual frameworks depending upon the purposes of observations. Specifically, single frameworks may be particularly useful within specific contexts and for professional development and accountability, but a synthesis of frameworks can foster more coherent cross-cultural understandings of instructional quality. We argue that establishing international networks of scholars can facilitate collaborations aiming to investigate and understand instructional quality.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f3fdc6e17d2c925a5914be723c9bd8b8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96644760,"asset_id":94088464,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96644760/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088464"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088464"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088464; 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Method in Education</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bd0fb558947a7500f2347fe5e21a5856" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96644757,"asset_id":94088463,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96644757/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94088463"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94088463"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94088463; 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Full Report" class="work-thumbnail" src="https://attachments.academia-assets.com/96644756/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94088461/Bilingual_Education_in_Brunei_The_Evolution_of_the_Brunei_Approach_to_Bilingual_Education_and_the_Role_of_CfBT_in_Promoting_Educational_Change_Full_Report">Bilingual Education in Brunei: The Evolution of the Brunei Approach to Bilingual Education and the Role of CfBT in Promoting Educational Change. Full Report</a></div><div class="wp-workCard_item"><span>Cfbt Education Trust</span><span>, Feb 1, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bilingual education in Brunei: the evolution of the Brunei approach to bilingual education and th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bilingual education in Brunei: the evolution of the Brunei approach to bilingual education and the role of CfBT in promoting educational change: full report Welcome to CfBT Education Trust CfBT Education Trust is a top 30* UK charity providing education services for public benefit in the UK and internationally. Established over 40 years ago, CfBT Education Trust has an annual turnover exceeding £200 million and employs more than 3,000 staff worldwide. We aspire to be the world's leading provider of education services, with a particular interest in school effectiveness. Our work involves school improvement through inspection, school workforce development and curriculum design for the UK's Department for Education, the Office for Standards in Education, Children's Services and Skills (Ofsted), local authorities and an increasing number of independent and state schools, free schools and academies. Internationally we have successfully implemented education programmes for governments in the Middle East, North Africa and South East Asia and work on projects funded by donors such as the Department for International Development, the European Commission, the Australian Agency for International Development, the World Bank and the US Agency for International Development, in low-and middle-income countries. Surpluses generated by our operations are reinvested in our educational research programme. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94040584"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94040584/The_role_of_pre_school_quality_in_promoting_resilience_in_the_cognitive_development_of_young_children"><img alt="Research paper thumbnail of The role of pre‐school quality in promoting resilience in the cognitive development of young children" class="work-thumbnail" src="https://attachments.academia-assets.com/96611076/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94040584/The_role_of_pre_school_quality_in_promoting_resilience_in_the_cognitive_development_of_young_children">The role of pre‐school quality in promoting resilience in the cognitive development of young children</a></div><div class="wp-workCard_item"><span>Oxford Review of Education</span><span>, 2009</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study reported here investigates the role of preschool education as a protective factor in th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study reported here investigates the role of preschool education as a protective factor in the development of children who are at risk due to environmental and individual factors. Previous studies on resilience have found only limited support for such a protective relationship. This investigation builds upon earlier research by examining different kinds of "quality" in early education. It tests the hypothesis that pre-schools of high quality can moderate the impacts of risks upon cognitive development. If quality moderates the impact of known risks, then it can be considered an educational "protection" in child development and a promoter of resilience. Cognitive development was measured in 2857 English pre-schoolers at 36 and 58 months of age. At the same time, 22 individual risks to children"s development were measured as well. The 141 pre-schools that the children attended had the quality of their provision assessed by three measures. Multilevel structural equation modelling revealed that: the global quality of preschool can moderate the effects of familial risk (such as poverty), the relationships between staff and children can moderate the effects of child level risk (such as low birth weight), and the specific quality of curricular provision can moderate the effects of both. Policy makers need to take quality into account in their efforts to promote resilience in young "at risk" children through early childhood services.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c105e89fded314bac10429c83ca5b932" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96611076,"asset_id":94040584,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96611076/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94040584"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94040584"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94040584; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2701334" id="reports"><div class="js-work-strip profile--work_container" data-work-id="11509340"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11509340/Assessment_for_learning_effects_and_impact"><img alt="Research paper thumbnail of Assessment for learning: effects and impact" class="work-thumbnail" src="https://attachments.academia-assets.com/37021991/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11509340/Assessment_for_learning_effects_and_impact">Assessment for learning: effects and impact</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Trust has commissioned a series of reviews of international literature. These reviews cover a ran...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Trust has commissioned a series of reviews of international literature. These reviews cover a range of topics related to school improvement including assessment for learning; the inclusion of students with special educational needs; effective teaching practice; school self-evaluation; and successful school leadership. 3 Assessment for learning: effects and impact 1 Black et al. (2004: 2-3). The Assessment Reform Group originated in 1989 as a voluntary group of researchers concerned with providing a research basis for decisions on assessment policy-making and practice in the UK. Their work has been closely related to teachers and educational practice in order to complement assessment theory with the needs and the wisdom of practice. Most of the texts selected for this review consider the ARG's conceptualisation of assessment for learning, either as their unique definition of the concept or intertwined and contrasted with the ones proposed by other authors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ce8f89a3ccd9f0935f6a033ea8a4037d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37021991,"asset_id":11509340,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37021991/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11509340"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11509340"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11509340; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="11341049"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11341049/_School_self_evaluation_for_school_improvement_What_works_and_why_"><img alt="Research paper thumbnail of ) School self-evaluation for school improvement: What works and why?, " class="work-thumbnail" src="https://attachments.academia-assets.com/36912817/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11341049/_School_self_evaluation_for_school_improvement_What_works_and_why_">) School self-evaluation for school improvement: What works and why?, </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Trust has commissioned a series of reviews of international literature. These reviews cover a ran...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Trust has commissioned a series of reviews of international literature. These reviews cover a range of topics related to school improvement including assessment for learning; the inclusion of students with special educational needs; effective teaching practice; school self-evaluation; and successful school leadership.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="89f666fa4f156b6286a303f47c4233ef" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36912817,"asset_id":11341049,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36912817/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11341049"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11341049"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11341049; 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Established over 40 years ago, CfBT Education Trust has an annual turnover exceeding £100 million and employs more than 2,000 staff worldwide. We aspire to be the world's leading provider of education services, with a particular interest in school effectiveness.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="20e2dda398c9fe9134e2095eeafe3724" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36881149,"asset_id":11307570,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36881149/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11307570"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11307570"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11307570; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4967859" id="books"><div class="js-work-strip profile--work_container" data-work-id="23961667"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/23961667/Effective_classroom_practice"><img alt="Research paper thumbnail of Effective classroom practice" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/23961667/Effective_classroom_practice">Effective classroom practice</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ied.academia.edu/httpsoraas0iededuhkrichwebpeople_detailsjsppid71886">James Ko</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://worc.academia.edu/AlisonKington">Alison Kington</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/PamelaSammons">Pamela Sammons</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://york.academia.edu/EleanorJBrown">Eleanor J. Brown</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://worc.academia.edu/ScottBuckler">Scott Buckler</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Effective Classroom Practice is an original and highly relevant book with unique messages relatin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Effective Classroom Practice is an original and highly relevant book with unique messages relating to teaching quality and teacher standards. Providing rigorous evidence and rich insights into teachers' practices, the authors identify important features of effective classroom practice including, for example, interactions with students, the role of feedback, the learning climate, positive relationships, planning and meeting student needs. Moreover, they explore a number of important influences on classroom practice and teachers' work in terms of career phase, teacher identity, self-efficacy and role of school support. This, in turn, provides powerful evidence of the contextual complexities of teachers' classroom practice.<br />The book further highlights the role of core classroom competencies in terms of organization and management, pedagogical context knowledge, innovative pedagogical skills, and interpersonal qualities. It also shows that these can be enacted differently by teachers in different sectors, year groups, subject groups and socio-economic contexts. This research evidence - awarded an 'outstanding' grade by the Economic and Social Research Council - confirms that the concept of an 'effective teacher' is a complex one.<br /><br />Innovative and unique, Effective Classroom Practice offers a detailed and holistic understanding of the influences that shape teacher effectiveness making it a significant text for teachers, school leaders, researchers, teacher educators, and policy makers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23961667"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23961667"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23961667; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=23961667]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23961667,"title":"Effective classroom practice","internal_url":"https://www.academia.edu/23961667/Effective_classroom_practice","owner_id":2065125,"coauthors_can_edit":true,"owner":{"id":2065125,"first_name":"James","middle_initials":null,"last_name":"Ko","page_name":"httpsoraas0iededuhkrichwebpeople_detailsjsppid71886","domain_name":"ied","created_at":"2012-07-04T10:47:09.685-07:00","display_name":"James Ko","url":"https://ied.academia.edu/httpsoraas0iededuhkrichwebpeople_detailsjsppid71886"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4982847" id="journalarticles"><div class="js-work-strip profile--work_container" data-work-id="44634696"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44634696/Investigating_a_Singapore_Based_Mathematics_Textbook_and_Teaching_Approach_in_Classrooms_in_England"><img alt="Research paper thumbnail of Investigating a Singapore-Based Mathematics Textbook and Teaching Approach in Classrooms in England" class="work-thumbnail" src="https://attachments.academia-assets.com/65104727/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44634696/Investigating_a_Singapore_Based_Mathematics_Textbook_and_Teaching_Approach_in_Classrooms_in_England">Investigating a Singapore-Based Mathematics Textbook and Teaching Approach in Classrooms in England</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://soton.academia.edu/Hall">James Hall</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/PamelaSammons">Pamela Sammons</a></span></div><div class="wp-workCard_item"><span>Frontiers in STEM Education</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The high mathematics performance of pupils in Singapore on international assessments has prompted...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The high mathematics performance of pupils in Singapore on international assessments has prompted educational initiatives in other countries—such as the UK and the USA—to adopt Singapore-based approaches in an attempt to raise mathematics achievement.  Empirical evidence to support the transferability of such approaches beyond the Singaporean context, however, is limited. This article reports findings from a mixed methods Cluster Randomized Controlled Trial (mmCRCT) evaluating the use of a primary mathematics textbook series and teaching approach in England based on a textbook and teaching approach from Singapore. Main features of the intervention included textbook use, mixed-ability groups, use of manipulatives, and emphasis on mastery (i.e., ensuring all pupils grasp core concepts before proceeding to new topics). A delayed treatment experimental design was used within the mmCRCT, with 12 schools randomly allocated into two groups. The experimental group used the textbooks and teaching approach from September 2015. The delayed treatment control group proceeded with “business as usual” until January 2016, then started using the textbooks and teaching approach. Data were collected (in the first, second and third terms of one school year) on pupils’ mathematics knowledge and skills, pupils’ attitudes toward mathematics, classroom practice (based on structured observation schedules and qualitative field notes), teacher perspectives (from semi-structured interviews), and intervention-specific professional development (in July 2015 for the experimental group, December 2015 for the delayed treatment control group, observed by researchers and followed by focus-group interviews). Results showed a small but significant positive effect by Term 3 of using the mastery-oriented materials and approach from September on pupils’ subsequent mathematics knowledge and skills, but no persistent difference between groups across terms on their attitudes. Differences in classroom practice between the two groups were observed in the first term but insignificant by the third term. Qualitative findings elaborate on and illustrate these first-term differences, teachers’ perspectives on their practice, variations in textbook use and teaching approach implementation, and considerations of fidelity to intervention. Implications are drawn for policy and practice in mathematics teaching and for research using mixed methods experimental designs to evaluate a combination of processes, perspectives and outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dc5556b8ecf8c4fdf226f8b5b8922851" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65104727,"asset_id":44634696,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65104727/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44634696"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44634696"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44634696; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44634696]").text(description); $(".js-view-count[data-work-id=44634696]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44634696; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44634696']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dc5556b8ecf8c4fdf226f8b5b8922851" } } $('.js-work-strip[data-work-id=44634696]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44634696,"title":"Investigating a Singapore-Based Mathematics Textbook and Teaching Approach in Classrooms in England","translated_title":"","metadata":{"doi":"10.3389/feduc.2019.00037","abstract":"The high mathematics performance of pupils in Singapore on international assessments has prompted educational initiatives in other countries—such as the UK and the USA—to adopt Singapore-based approaches in an attempt to raise mathematics achievement. 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Qualitative findings elaborate on and illustrate these first-term differences, teachers’ perspectives on their practice, variations in textbook use and teaching approach implementation, and considerations of fidelity to intervention. Implications are drawn for policy and practice in mathematics teaching and for research using mixed methods experimental designs to evaluate a combination of processes, perspectives and outcomes.","ai_title_tag":"Evaluating Singapore Math Methods in England","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Frontiers in STEM Education"},"translated_abstract":"The high mathematics performance of pupils in Singapore on international assessments has prompted educational initiatives in other countries—such as the UK and the USA—to adopt Singapore-based approaches in an attempt to raise mathematics achievement. 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Children’s Centres are community based facilities that aim to improve outcomes for at-risk families and children through the delivery of a range of services largely aimed at families with young children. Services commonly offered include: health advice, childcare and early education, employment advice, informal drop-in facilities, and specialist support on parenting. This paper provides a snapshot of Children’s Centre service provision in 2011 and 2012 and documents the extent of change. A picture of broad stability was observed in the numbers of services that centres reported offering (from a list of 47 services grouped into 11 categories). However, some Children’s Centres also appeared to be changing the focus of the services that they provided. Some centres seemed to be shifting towards providing greater outreach (rather than parent-support) and services which were targeted (rather than universal).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7a76c73f16eb808c8a2f9b36c36578e9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":49106919,"asset_id":10283602,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/49106919/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10283602"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10283602"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10283602; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10283602]").text(description); $(".js-view-count[data-work-id=10283602]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10283602; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='10283602']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7a76c73f16eb808c8a2f9b36c36578e9" } } $('.js-work-strip[data-work-id=10283602]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":10283602,"title":"A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012","translated_title":"","metadata":{"abstract":"This paper presents a review of the family services that were offered by a sample of 121 English Sure Start Children’s Centres in 2011 and 2012. 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Melhuish</a></span></div><div class="wp-workCard_item"><span>Oxford Review of Education</span><span>, 2009</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study reported here investigates the role of pre-school education as a protective factor in t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study reported here investigates the role of pre-school education as a protective factor in the development of children who are at risk due to environmental and individual factors. This investigation builds upon earlier research by examining different kinds of ‘quality’ in early education and tests the hypothesis that pre-schools of high quality can moderate the impacts of risks upon cognitive development. Cognitive development was measured in 2857 English pre-schoolers at 36 and 58 months of age, together with 22 individual risks to children’s development, and assessments were made of the quality of their pre-school provision. Multilevel Structural Equation Modelling revealed that: the global quality of pre-school can moderate the effects of familial risk (such as poverty); the relationships between staff and children can moderate the effects of child level risk (such as low birth weight); and the specific quality of curricular provision can moderate the effects of both. Policy makers need to take quality into account in their efforts to promote resilience in young ‘at risk’ children through early childhood services.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bff43cb38a31ae91100fe24171a98a71" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":49107026,"asset_id":200034,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/49107026/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="200034"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="200034"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 200034; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=200034]").text(description); $(".js-view-count[data-work-id=200034]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 200034; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='200034']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bff43cb38a31ae91100fe24171a98a71" } } $('.js-work-strip[data-work-id=200034]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":200034,"title":"The role of pre-school quality in promoting resilience in the cognitive development of young children","translated_title":"","metadata":{"abstract":"The study reported here investigates the role of pre-school education as a protective factor in the development of children who are at risk due to environmental and individual factors. 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Policy makers need to take quality into account in their efforts to promote resilience in young ‘at risk’ children through early childhood services.","owner":{"id":93535,"first_name":"James","middle_initials":"","last_name":"Hall","page_name":"Hall","domain_name":"soton","created_at":"2009-12-02T00:29:41.105-08:00","display_name":"James Hall","url":"https://soton.academia.edu/Hall"},"attachments":[{"id":49107026,"title":"","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/49107026/thumbnails/1.jpg","file_name":"Reduced_ORE_paper2.rtf","download_url":"https://www.academia.edu/attachments/49107026/download_file","bulk_download_file_name":"The_role_of_pre_school_quality_in_promot.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/49107026/Reduced_ORE_paper2.rtf?1738344904=\u0026response-content-disposition=attachment%3B+filename%3DThe_role_of_pre_school_quality_in_promot.doc\u0026Expires=1738787919\u0026Signature=f3Srd92gE0ENxzVQzhTVb1RtQUukF7n8MtVU75iFM5B9yOp8n1AEVZJkHVP1ySqz55-qa1WC4W5gk1z~uj0IgWqm8QAg0Ae0tiy6h9SM-DCskhGemLBqg58eITTT0MTF6p4-ulEFZC8plM1aIVwTPAq7-7NCuz2TTEpWXJshq2M6cP5iAT5-r1HWJOFXk9CkGrrCW312QvUYZPu4AJcVRM4QaXMoGlU8R5FOg~zkWObgWKIGJAcyUeChq0Up6cXn3JyW6hJekE5BV~YfzCe5iEoZJnxwa-FD9977qzK1ewOSX4qR9Zc2vR7XNy7HaaUHjgITh~D77AOsWm3ru1jY9w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development"},{"id":3332,"name":"Resilience","url":"https://www.academia.edu/Documents/in/Resilience"},{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education"},{"id":8207,"name":"Risk","url":"https://www.academia.edu/Documents/in/Risk"}],"urls":[{"id":4274,"url":"http://www.ingentaconnect.com/content/routledg/core/2009/00000035/00000003/art00004"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="23130883"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23130883/Educational_effectiveness_approaches_in_early_childhood_research_across_Europe"><img alt="Research paper thumbnail of Educational effectiveness approaches in early childhood research across Europe" class="work-thumbnail" src="https://attachments.academia-assets.com/49106884/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23130883/Educational_effectiveness_approaches_in_early_childhood_research_across_Europe">Educational effectiveness approaches in early childhood research across Europe</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/PamelaSammons">Pamela Sammons</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://soton.academia.edu/Hall">James Hall</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Despite the last 10–15 years seeing a surge in the volume of early childhood research that has be...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Despite the last 10–15 years seeing a surge in the volume of early childhood research that has been funded, conducted, and reported on, much of this has been generated by American researchers and based on samples drawn from the USA (e.g., National Institute of Child Health & Human Development Early Child Care Research Network [NICHD ECCRN], 1998, 2004, 2005). Moreover, the usefulness of such research for policy makers, practitioners, researchers, and parents outside of the USA is limited because the form, structure, and funding arrangements of early childhood education and care are all well known to vary enormously from country to country (Burger, 2010).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2ebeab4d36dbd2eb62b9ea935256d302" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":49106884,"asset_id":23130883,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/49106884/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23130883"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23130883"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23130883; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23130883]").text(description); $(".js-view-count[data-work-id=23130883]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23130883; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23130883']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2ebeab4d36dbd2eb62b9ea935256d302" } } $('.js-work-strip[data-work-id=23130883]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23130883,"title":"Educational effectiveness approaches in early childhood research across Europe","translated_title":"","metadata":{"abstract":"Despite the last 10–15 years seeing a surge in the volume of early childhood research that has been funded, conducted, and reported on, much of this has been generated by American researchers and based on samples drawn from the USA (e.g., National Institute of Child Health \u0026 Human Development Early Child Care Research Network [NICHD ECCRN], 1998, 2004, 2005). Moreover, the usefulness of such research for policy makers, practitioners, researchers, and parents outside of the USA is limited because the form, structure, and funding arrangements of early childhood education and care are all well known to vary enormously from country to country (Burger, 2010). "},"translated_abstract":"Despite the last 10–15 years seeing a surge in the volume of early childhood research that has been funded, conducted, and reported on, much of this has been generated by American researchers and based on samples drawn from the USA (e.g., National Institute of Child Health \u0026 Human Development Early Child Care Research Network [NICHD ECCRN], 1998, 2004, 2005). Moreover, the usefulness of such research for policy makers, practitioners, researchers, and parents outside of the USA is limited because the form, structure, and funding arrangements of early childhood education and care are all well known to vary enormously from country to country (Burger, 2010). ","internal_url":"https://www.academia.edu/23130883/Educational_effectiveness_approaches_in_early_childhood_research_across_Europe","translated_internal_url":"","created_at":"2016-03-11T04:58:30.152-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":93535,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":17128685,"work_id":23130883,"tagging_user_id":93535,"tagged_user_id":20896586,"co_author_invite_id":null,"email":"p***s@education.ox.ac.uk","display_order":0,"name":"Pamela Sammons","title":"Educational effectiveness approaches in early childhood research across Europe"},{"id":17128686,"work_id":23130883,"tagging_user_id":93535,"tagged_user_id":34281766,"co_author_invite_id":null,"email":"y***s@fu-berlin.de","display_order":4194304,"name":"Yvonne Anders","title":"Educational effectiveness approaches in early childhood research across Europe"}],"downloadable_attachments":[{"id":49106884,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/49106884/thumbnails/1.jpg","file_name":"Draft_Editorial_version_5_JH_and_YA_-_Ted.docx","download_url":"https://www.academia.edu/attachments/49106884/download_file","bulk_download_file_name":"Educational_effectiveness_approaches_in.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/49106884/Draft_Editorial_version_5_JH_and_YA_-_Ted.docx?1738344903=\u0026response-content-disposition=attachment%3B+filename%3DEducational_effectiveness_approaches_in.docx\u0026Expires=1738798504\u0026Signature=Onm~grGYrPpJ~v1wLrb40ZLg972hYU-608RMe9PGtoMe6ztl0PaF1jIhrmaon5Mdy6QaeinFe-Xgf4p9J7hvNfFaU7cYMQeI~VF9L-jWcw2iBQ6W3GlXei-MpX9lDIE0mtrGMs9IVGV9KneoL3G72DvJUy73i-nyYNQ-xLp6Po~IWCzZ48wbCuEOjE5nW6KRa7QXQCLk6x0Hlieflmk2ImA4xaYNtRCMP5z-t9FD6mQPHXQZS6FzbceiA4NTV7LkLw-gTpjYgQP3NsRiPYAzu4TF5gn9e23p~wOaOsAz-GYpNPl0uCM9yN1NWolusPK4R1Jc6~3s~5fELpyzeLpqBw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Educational_effectiveness_approaches_in_early_childhood_research_across_Europe","translated_slug":"","page_count":9,"language":"en","content_type":"Work","summary":"Despite the last 10–15 years seeing a surge in the volume of early childhood research that has been funded, conducted, and reported on, much of this has been generated by American researchers and based on samples drawn from the USA (e.g., National Institute of Child Health \u0026 Human Development Early Child Care Research Network [NICHD ECCRN], 1998, 2004, 2005). Moreover, the usefulness of such research for policy makers, practitioners, researchers, and parents outside of the USA is limited because the form, structure, and funding arrangements of early childhood education and care are all well known to vary enormously from country to country (Burger, 2010). ","owner":{"id":93535,"first_name":"James","middle_initials":"","last_name":"Hall","page_name":"Hall","domain_name":"soton","created_at":"2009-12-02T00:29:41.105-08:00","display_name":"James Hall","url":"https://soton.academia.edu/Hall"},"attachments":[{"id":49106884,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/49106884/thumbnails/1.jpg","file_name":"Draft_Editorial_version_5_JH_and_YA_-_Ted.docx","download_url":"https://www.academia.edu/attachments/49106884/download_file","bulk_download_file_name":"Educational_effectiveness_approaches_in.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/49106884/Draft_Editorial_version_5_JH_and_YA_-_Ted.docx?1738344903=\u0026response-content-disposition=attachment%3B+filename%3DEducational_effectiveness_approaches_in.docx\u0026Expires=1738798504\u0026Signature=Onm~grGYrPpJ~v1wLrb40ZLg972hYU-608RMe9PGtoMe6ztl0PaF1jIhrmaon5Mdy6QaeinFe-Xgf4p9J7hvNfFaU7cYMQeI~VF9L-jWcw2iBQ6W3GlXei-MpX9lDIE0mtrGMs9IVGV9KneoL3G72DvJUy73i-nyYNQ-xLp6Po~IWCzZ48wbCuEOjE5nW6KRa7QXQCLk6x0Hlieflmk2ImA4xaYNtRCMP5z-t9FD6mQPHXQZS6FzbceiA4NTV7LkLw-gTpjYgQP3NsRiPYAzu4TF5gn9e23p~wOaOsAz-GYpNPl0uCM9yN1NWolusPK4R1Jc6~3s~5fELpyzeLpqBw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":21383,"name":"School effectiveness and school improvement","url":"https://www.academia.edu/Documents/in/School_effectiveness_and_school_improvement"}],"urls":[{"id":6890520,"url":"http://www.tandfonline.com/doi/full/10.1080/09243453.2012.749790"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="5593565" id="booksreportsandchapters"><div class="js-work-strip profile--work_container" data-work-id="4145298"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/4145298/Evaluation_of_Children_s_Centres_in_England_ECCE_Strand_1_First_Survey_of_Children_s_Centre_Leaders_in_the_Most_Deprived_Areas"><img alt="Research paper thumbnail of Evaluation of Children’s Centres in England (ECCE). Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas." class="work-thumbnail" src="https://attachments.academia-assets.com/47532986/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/4145298/Evaluation_of_Children_s_Centres_in_England_ECCE_Strand_1_First_Survey_of_Children_s_Centre_Leaders_in_the_Most_Deprived_Areas">Evaluation of Children’s Centres in England (ECCE). Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas.</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://soton.academia.edu/Hall">James Hall</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/PamelaSammons">Pamela Sammons</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://oxford.academia.edu/MariaEvangelou">Maria Evangelou</a></span></div><div class="wp-workCard_item"><span>UK Department for Education Research Report</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"The evaluation of children’s centres in England (ECCE) is a 6-year study commissioned by the Dep...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"The evaluation of children’s centres in England (ECCE) is a 6-year study commissioned by the Department for Education and undertaken by NatCen Social Research, the University of Oxford and Frontier Economics. <br /> <br />Children’s centres are intended to be one of the main vehicles for ensuring that integrated and good quality family services are located in accessible places and are welcoming to all. They aim to support young children and their families, particularly the most disadvantaged, to reduce inequalities in child development and school readiness. <br /> <br />The mechanism for achieving this is through supporting children’s personal, social and emotional development, improving parenting aspirations and skills, providing access to good early education, and addressing family health and life chances. <br /> <br />The aim of the ECCE is to provide an in-depth understanding of children’s centre services, including their effectiveness in relation to different management and delivery approaches and the cost of delivering different types of services."</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ba578f2f49d821f8abac658ed1529fde" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47532986,"asset_id":4145298,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47532986/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="4145298"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="4145298"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4145298; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4145298]").text(description); $(".js-view-count[data-work-id=4145298]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4145298; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='4145298']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ba578f2f49d821f8abac658ed1529fde" } } $('.js-work-strip[data-work-id=4145298]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":4145298,"title":"Evaluation of Children’s Centres in England (ECCE). 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They aim to support young children and their families, particularly the most disadvantaged, to reduce inequalities in child development and school readiness.\r\n\r\nThe mechanism for achieving this is through supporting children’s personal, social and emotional development, improving parenting aspirations and skills, providing access to good early education, and addressing family health and life chances.\r\n\r\nThe aim of the ECCE is to provide an in-depth understanding of children’s centre services, including their effectiveness in relation to different management and delivery approaches and the cost of delivering different types of services.\"","more_info":"with Tanner, E. Agur, M. Hussey, D. 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This conference will bring together leading international researchers from the fields of School Effectiveness and Improvement Research and Teacher Education Research to discuss the overarching question of how we can link these different research strands in order to contribute productively to school quality and teacher education quality in a specific country. The conference is part of an ongoing research project conducted by the University of Salzburg in cooperation with the University of Oxford. In educational research, school quality is discussed mainly within the theoretical frameworks of: (1) School or Educational Effectiveness Research (SER/EER), a discipline that seeks to understand the key factors and their interactions that lead to more or less effective classrooms, schools and education systems; and (2) School improvement research (SIR) in which school improvement is understood as a distinct approach to educational change that enhances student outcomes, as well as strengthening schools’ capacity for managing change. As the protagonists who actually have to realise school quality in practice, it is teachers and headteachers who are the key drivers of school improvement. The quality of teaching and learning and of professional leadership are the key determinants since the process of improvement relates not just to the teaching competence of classroom practitioners but also to the nature of the school climate and the leadership practices that promote and sustain them. Teacher Education Research is concerned with the development of teachers’ identities, competences and dispositions. It focuses not only on the content of teacher education curricula but also on the nature of the process of learning to teach and its implications for the way in which those curricula are structured and sequenced – both within initial teacher education (ITE) and in relation to teachers’ continued professional learning (CPD). Just as Teacher Education Research considers the needs of teachers themselves, so it also explores the kinds of dispositions, knowledge and skills needed by all those engaged in teacher education – school-based mentors and coaches as well as university-based tutors and external experts – if they are to achieve the improvements to which they aspire. 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It is p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This guide is aimed at teachers, middle leaders and senior management in primary schools. It is particularly relevant to those interested in continuing professional development and it links with the Oxford Assessment Pathway.<br />This guide aims to provide tools and advice to support schools to promote high-quality and effective teaching across the primary school. 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Introduction to School Improvement and School Effectiveness; School Improvement and School Effectiveness in Context; Capacity Building; Leadership; Self-Evaluation; Strategic Planning; Use of Data.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39971283"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39971283"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39971283; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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