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dc.contributor.authorPascal, Christineen
dc.contributor.authorBertram, Tonyen
dc.contributor.authorMould, Claireen
dc.contributor.authorHall, Richarden
dc.identifier.citationPascal, C., Bertram, T., Hall, R., and Mould, M. (1998) Exploring the Relationship Between Process and Outcome in Young Children’s Learning: Stage One of a Longitudinal Study. International Journal of Educational Research, 29 (1), pp. 51-67en
dc.description.abstractThe first phase of a small-scale, longitudinal study which is part of the Effective Early Learning (EEL) Project, a UK based, national, early childhood evaluation and improvement initiative is described. A key developmental proposition is that children who operate in a rich and stimulating learning environment and experience high levels of involvement and engagement in their learning will achieve enhanced learning outcomes. The EEL Project aims to investigate the validity of this proposition. In particular, it explores the relationship between one of the key process measures in the EEL Project, the Child Involvement Scale (CIS), and the outcome measures being used by early childhood settings to monitor academic progress in the UK, namely Baseline Assessment in English and Mathematics (BAEM) at 4 years of age, and Standard Assessment Tasks (SAT) at 7 years of age.en
dc.subjectearly childhooden
dc.subjectlongitudinal studyen
dc.titleExploring the relationship between process and outcome in young children’s learning: stage one of a longitudinal studyen
dc.researchgroupInstitute for Education Futuresen
dc.projectidEffective Early Learning Projecten
dc.researchinstituteCentre for Urban Research on Austerity (CURA)en

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