Research and analysis

Effective primary pedagogical strategies in English and mathematics in key stage 2: a study of year 5 classroom practice drawn from the EPPSE 3 to 16 longitudinal study

This study examined the differences between poor, average and excellent teachers, and how their teaching practices could be linked to the effectiveness of schools.

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Effective primary pedagogical strategies in English and mathematics in key stage 2: a study of year 5 classroom practice drawn from the EPPSE 3 to 16 longitudinal study - brief

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Detail

The effective provision of pre-school, primary and secondary education (EPPSE 3-16) project is a large scale, longitudinal, mixed-method research study that has followed the progress of 3000+ children since 1997 from the age of 3 to 16+ years.

A continuing question for EPPSE was whether pre- and primary school experiences or children’s early home learning environment (HLE) could reduce inequality. The study aimed to examine the differences between poor, average and excellent teachers, and how their teaching practices could be linked to the effectiveness of schools.

While the original studies found that parents’ socio-economic status (SES) and qualifications were significantly related to child outcomes, they also found that the quality of the early HLE was important. Also important, and particularly relevant to this study, was the extent to which educational influences (pre-school and primary school quality and effectiveness) also shaped children’s educational outcomes.

During the primary phase (EPPE 3-11) of the longitudinal study the research team conducted contextualised, value-added analyses for all primary schools in England across three years (2002 to 2004) from key stage 1 to key stage 2. These analyses, based on multi-level modelling, considered children’s progress and attainment while controlling for a range of background factors (e.g. gender).

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