Sentences with phrase «scale at primary school»

Table A1.2 Associations between pre-school SDQ score, key demographic, socio - economic, parenting and development characteristics and borderline and abnormal score in each scale at primary school entry

Not exact matches

«The role of philanthropy here is not to be the primary funder, but rather to fund pilots, to fund new ideas, to let people — it's always the educators coming up with the ideas — to let them try them out and see what really works super well and get those to scale,» Gates said while delivering a keynote address at a Cleveland schools conference, according to the Post.

At HGSE, Mehta's primary research focus is understanding what it would take to create high - quality schooling at scale, as well as the professionalization of teachinAt HGSE, Mehta's primary research focus is understanding what it would take to create high - quality schooling at scale, as well as the professionalization of teachinat scale, as well as the professionalization of teaching.

«Conclusive evidence has shown the benefits of class sizes of 1:15, especially in the primary grades,» says Charles M. Achilles, a professor of educational administration at Eastern Michigan University, in Small Classes, Big Possibilities, an article he penned for The School Administrator: «Since the early, 1980s, a large - scale project in Indiana, a major experiment in Tennessee, numerous smaller studies and evaluations of projects that use low adult - to - student ratios have found that youngsters in small classes (1:15 or so) as compared to youngsters in larger classes

My report describes two systems that are rolling this out at scale, including EarlyAction for Success which is now in over 300 disadvantaged NSW government primary schools.

Allana Gay, deputy headteacher at Lea Valley primary school, said the changes to scaled scores were «significant» for any examination paper, and welcomed the NAHT's call for calm.

Our pivotal role is to lead a multidisciplinary consortium to provide schools and communities with technical expertise in: school improvement; teacher training and behaviour change programmes at a national scale; girls» education, protection and rights; community mobilisation and cash transfers; primary health care, school health and non-state slum education; and monitoring, research and evaluation in education.

Despite these modifications, consistencies with data from other developed nations were apparent: children's reports of Social Integration at school were similar to those reported previously in primary school samples in Australia14 and Hong Kong30 31; response patterns on the EATQ - R scales (Attention, Inhibitory Control, Perceptual Sensitivity and Aggression) aligned with data from a community sample of 1055 Dutch32 school students of similar age and access to Supportive Relationships at Home, School and in the Community was similar to that reported for a community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ school were similar to those reported previously in primary school samples in Australia14 and Hong Kong30 31; response patterns on the EATQ - R scales (Attention, Inhibitory Control, Perceptual Sensitivity and Aggression) aligned with data from a community sample of 1055 Dutch32 school students of similar age and access to Supportive Relationships at Home, School and in the Community was similar to that reported for a community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ school samples in Australia14 and Hong Kong30 31; response patterns on the EATQ - R scales (Attention, Inhibitory Control, Perceptual Sensitivity and Aggression) aligned with data from a community sample of 1055 Dutch32 school students of similar age and access to Supportive Relationships at Home, School and in the Community was similar to that reported for a community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ school students of similar age and access to Supportive Relationships at Home, School and in the Community was similar to that reported for a community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ School and in the Community was similar to that reported for a community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ - C.20

Table 4.2 Mean scores on SDQ scales at pre-school and entry to primary school and correlations between the two scores

Various background characteristics of children were explored to identify the children most likely to score in the borderline or abnormal ranges of each of the SDQ scales at entry to primary school.

To examine patterns of change in social, emotional and behavioural characteristics between pre-school and entry to primary school in more detail, children were again divided into three groups according to their score on each of the scales at age 3 and at primary school entry indicating different severities of difficult behaviour (normal, borderline or abnormal, see Appendix 2 for details of the score ranges each SDQ scale for these classifications).

The aim of this chapter is to identify the children most likely to score in the borderline or abnormal ranges of each of the SDQ scales at entry to primary school.