Protecting the development of 5-11 year olds from the impacts of early disadvantage: The Role of Primary School Academic Effectiveness
<p><strong>Objectives:</strong><br/>1. To determine whether attending a more academically effective primary school can protect children’s self regulation and academic attainment between 6 to 11 years from prior early disadvantages that were experienced before school-entry at...
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| Format: | Conference item |
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EARLI
2012
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| Summary: | <p><strong>Objectives:</strong><br/>1. To determine whether attending a more academically effective primary school can protect children’s self regulation and academic attainment between 6 to 11 years from prior early disadvantages that were experienced before school-entry at age 5.</p> <p>2 . To better integrate the mutually-informative findings and approaches that come from the distinct but interrelated ‘Educational Effectiveness Research (EER)’ and ‘Risk and Resilience’ research traditions as both seek to differentiate the effects of a child’s background from the impacts of day-to-day interactions and processes (Rutter and Sroufe, 2000; Sammons, 1999).</p> <p><strong>Research question:</strong><br/>To what extent can the academic effectiveness of primary schools protect child development from adverse effects that come from experiencing multiple (early) disadvantages?</p> |
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