Brenda TaggartUniversity College London | UCL
Brenda Taggart
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Publications (173)
There is a rich tradition in Europe of child-centred Early Childhood Education and Care (ECEC) with social development as the predominant curricular goal and free play as the main pedagogical principle for development. This tradition has been challenged by recent research showing that young children benefit from more structured learning, often call...
Preschool programs were already viewed in the 1960s as important for preventing or correcting the cognitive deficits found in disadvantaged children (Weikart, 1966 reprinted 2016). This paper explores the possible influence of group-based early childhood education and care (ECEC), offered to the general population, on the risk for special education...
Headteachers, teachers, parents, politicians and school governors have long been united in wondering how to produce effective teaching in primary schools - but they could find few reliable answers. This book changes that. Here, some of the UK's leading researchers into effective primary school provision combine qualitative and quantitative research...
This study explores how various measures of home learning environment (HLE) collected at different ages are related to each other and explores associations when the effects of significant child and family characteristics are controlled for. Different age-appropriate measures of the HLE were constructed at ages 3, 7, 11, and 14. The measures were de...
In February 2017 Blanden, Hansen and McNally published a document that sought to investigate the effects of quality within early education and care settings in England (Quality in Early Years Settings and Children's School Achievement, CEP Discussion Paper 1468, The London School of Economics). Within this document was an argument that contradicts...
Study into differences between poor, average and excellent teachers and how their teaching practices could be linked to effectiveness of schools.
Study into differences between poor, average and excellent teachers and how their teaching practices could be linked to effectiveness of schools
Research into the ‘Effective pre-school, primary and secondary education’ (EPPSE) project and A level results.
Purpose
– The purpose of this paper is to explore the relationships between the characteristics of the home learning environment (HLE) and students’ academic attainments in secondary school in England at age 14 and 16.
Design/methodology/approach
– This research study uses multilevel statistical models to investigate the strength and significance...
This paper examines the benefits of Pre-school centre experience in disadvantaged children’s school readiness, educational achievements and social adjustment. In this article, we describe findings from a large-scale longitudinal study in England that provides evidence on the contribution of home, pre-school and primary school to children’s developm...
Educational and occupational aspirations have become an important reference point in policy debates about educational inequality. Low aspirations are presented as a major barrier to closing educational attainment gaps and increasing levels of social mobility. Our paper contributes to this on-going debate by presenting data on the educational aspira...
Since 1997 the Effective Pre - school, Primary and Secondary Education Project (EPPSE) has investigated academic and social - behavioural development in a national sample of approximately 3,000 children from the ages of 3+ years to age 16+. This report summarises some of the main findings about students’ views of thei r secondary schools based on a...
Since 1997 the Effective Pre - school, Primary and Secondary Education Project (EPPS E) has investigated academic and social - behavioural development in a national sample of approximately 3,000 children from the ages of 3+ years to age 16+. This report details the post 16 destinations of the EPPSE students six months after they left compuls ory ed...
Executive Summary: This research on young people who are not in employment, education or training
(NEET) is a sub-study of the Effective Pre-school, Primary and Secondary Education
(EPPSE 1997-2014) programme of research. EPPSE is a longitudinal, mixed
methods research study, funded by the Department for Education (DfE) that has
followed the progre...
Using data from the longitudinal EPPSE study, this report provides an account of the latest
findings on the analysis of students’ dispositions in Year 11 of secondary education. It covers
Mental well-being, School enjoyment, Disaffected behaviour, General Academic self-concept and
students’ relationships with their peers (Resistance to Peer Influen...
The Effective Pre-school, Primary and Secondary Education (EPPSE 3-16+) project is a
longitudinal study, funded by the Department for Education (DfE), that has tracked the
academic progress and social-behavioural development of approximately 3,000 children
from their early years (age 3/5) to their early post age 16 destinations. During 17 years
the...
Book synopsis: The Effective Pre-school, Primary and Secondary Education study (EPPSE) has
investigated the academic and social-behavioural development of a national sample of
approximately 3,000 children across different phases of education, from the age of 3+
years to age 16. This Research Brief focuses on the relationships between a range of
ind...
Book synopsis: The Effective Pre-school, Primary and Secondary Education study (EPPSE) has
investigated the academic and social-behavioural development of a national sample of
approximately 3,000 children across different phases of education, from the age of 3+
years to age 16. This Research Brief focuses on the relationships between a range of
ind...
Book synopsis: This report focuses on a large number of teenagers poised at the start of young
adulthood. Most have continued after compulsory schooling to study further academic
qualifications (typically ‘AS/A’ levels), some were following more vocational routes, and a
small number were NEET (‘not in education, employment or training’). All are dr...
The Effective Provision of Pre-school Education (EPPE) project explores the impact of preschool
centre provision on young children’s cognitive progress and their social/behavioural
development. The EPPE study was commissioned and funded by the DfES. The research has
tracked a large sample of over 2700 young children and analysed their cognitive att...
The research focuses on the relationships between various child, family, home, pre-school and primary school characteristics, and children's subsequent academic and social-behavioural outcomes at age 11. IOE Research Briefings are short descriptions of significant research findings, based on the wide range of projects carried out by IOE researchers...
This research focuses on the relationships between various child, family, home, pre-school and primary school characteristics and measures of children's academic attainment at age 10. IOE Research Briefings are short descriptions of significant research findings, based on the wide range of projects carried out by IOE researchers.
This research focuses on pupils' self-perceptions and their views of different features of primary school in Year 5 (age 10). IOE Research Briefings are short descriptions of significant research findings, based on the wide range of projects carried out by IOE researchers.
This research focuses on the relationships between student outcomes at age 14 (academic and social-behavioural) and their own characteristics, family and social backgrounds alongside any continued influence of pre-school and primary school. IOE Research Briefings are short descriptions of significant research findings, based on the wide range of pr...
This project focuses on the relationships between various child, family, home, and pre-school characteristics, and children's intellectual/academic and social-behavioural outcomes at age 7. IOE Research Briefings are short descriptions of significant research findings, based on the wide range of projects carried out by IOE researchers.
This research focuses on the relationships between various child, family, home, pre-school and primary school characteristics and measures of children's social/behavioural development at age 10. IOE Research Briefings are short descriptions of significant research findings, based on the wide range of projects carried out by IOE researchers.
Few studies have explored whether learning experiences during the pre-school period differentiate rates of growth in academic skills during primary school. Here, findings are presented from a longitudinal study on a representative sample of 2,800 children in the UK. This study examined the contribution of the early years Home Learning Environment (...
Understanding how we can support children through their learning life course has become a
policy imperative, particularly those children from poor homes who would normally be facing
a low achiever trajectory. The paper reports on 50 in-depth Child and Family Case Studies
(CFCS) that were conducted as part of the Effective Provision of Pre-School, P...
This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the cont...
The research reported here examines whether age of starting pre-school has a significant effect on children’s later academic and social-behavioural outcomes in Year 6 for more disadvantaged children. The EPPE 3-11 reports on Year 6 academic and social-behavioural outcomes showed that the duration of pre-school does not have any main effect on outco...
Since 1997 the Effective Pre-school, Primary and Secondary Education project (EPPE/EPPSE) has investigated the attainment and development of approximately 3,000 children from pre-school to the end of Key Stage 3 (KS3). This current phase of the research explored how different phases of education, especially secondary school, are related to students...
This paper illustrates how high-quality preschool has the potential to serve as an intervention within normal populations. Although it is well known that targeted Early Interventions can protect the development of young children from developmental risks, there remains less evidence concerning universal preschool education. To address this disparity...
Whether or not more effective schools can successfully mitigate the impacts of early disadvantage upon educational attainment remains uncertain. We investigated 2,664 children aged 6–11 years and measured their academic skills in English and maths along with self-regulation at 6, 7, and 11. Experiencing multiple disadvantages before age 5 strongly...
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the cognitive and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Research Brief focuses on the relationships between a range of child, family, home, pre-, primary and secondary school characteristics a...
The Effective Pre-school Provision in Northern Ireland (EPPNI) project is a longitudinal study of child development from 3 to 11 years. It is one of the first large-scale UK projects to investigate the effects of different kinds of preschool provision, and to relate experience in preschool to child development. In EPPNI, 683 children were randomly...
The Effective Pre-School, Primary and Secondary Education (EPPSE 3 to 16) research project is a large scale, longitudinal, mixed-methods research that is following the progress of 3,000 children since 1997 from the age of 3- to 16-years-old.
A focus for EPPSE has been the extent to which pre-school, compulsory education and children’s home learnin...
This article reports the effects of pre-school quality on children’s cognitive and behavioural outcomes at age 11 using a large-scale longitudinal study of 3000+ children in England (EPPE/EPPSE). The ECERS-R and a curricular extension to it (ECERS-E) were used to assess the quality of provision in 141 pre-school settings attended by the children. T...
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Report and Research Brief focuses on the relationships between a range of child, family, home, pre-, primary and secondary school charact...
The early identification of young children’s special educational needs (SEN), as well as the development of specific strategies to support those children identified with special needs, are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in educa...
In the discussion of research experience on the quality of early childhood educational services, this article documents the first two phases of a longitudinal study funded by United Kingdom Department of Education. The Effective provision of pre-school and primary 1997-2008 is the largest European study on the effectiveness of preschool education....
Since 1997 the Effective Pre-school, Primary and Secondary Education project (EPPE/EPPSE)
has investigated the attainment and development of approximately 3,000 children from preschool
to the end of Key Stage 3 (KS3). This current phase of the research explored how
different phases of education, especially secondary school, are related to students’...
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Report and Research Brief reports on students’ dispositions when they were age 14 (Year 9) in six main areas: ‘enjoyment of school’, ‘aca...
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has inves tigated the academic and social
behavioural (+ in the later stages the affective)
development of approximately 3,000 children from the age of 3+ years since 1997. This report presents the results of analyses related to student’s experiences in Year 9 (age 14), with...
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 l...
In studies of child development, the combined effect of multiple risks acting in unison has been represented in a variety of ways. This investigation builds upon this preceding work and presents a new procedure for capturing the combined effect of multiple risks. A representative sample of 2,899 British children had their cognitive development meas...
Book synopsis: Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The Handbook examines the full range of factors that shape learning in and out of the classroom, from basic developmental processes to family and sociocultural contexts, pedag...