Characteristics of the Centres in the EPPE Sample: Interviews (häftad)
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Institute of Education
Walker-Hall, J. (förf)
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Characteristics of the Centres in the EPPE Sample: Interviews (häftad)

Characteristics of the Centres in the EPPE Sample: Interviews

Technical Paper 5

Häftad Engelska, 2004-05-01
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This paper is part of a series of 12 reports that describe the research on effective pre-school provision funded by the UK Department for Education & Employment (DfES). It reports on interviews conducted with the managers of the EPPE pre-school centres which took place between October 1997 and July 1998 (the main sample) and October 1998 and December 1998 (the EPPE-extension). In total, 140 centre managers in 5 regions (six local authorities) in England were interviewed.
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Overview of the Project Executive Summary Introduction Section One: Centre Characteristics 1.1 Age, opening times and fees 1.2 Number and age of children 1.3 Staffing levels 1.4 Ratios and quality characteristics 1.5 Occasional unpaid helpers 1.6 Building facilities 1.7 Staff recruitment 1.8 Staff turnover 1.9 Reasons for staff turnover 1.10 Staff development a) Appraisal b) Availability of in-service training c) Content areas of training d) Payment for training e) Books for staff training 1.11 Staff working conditions a) Written contracts and job descriptions b) Benefits Summary Section Two: Characteristics of the Work Force 2.1 Age profile and gender of managers and their staff 2.2 Ethnicity 2.3 Years of service 2.4 Hours worked per week 2.5 Contact time with children 2.6 Qualifications - Managers 2.7 Qualifications - Staff 2.8 Salary 2.9 Other professional staff Summary Section Three: The Centres' Programmes and Activities 3.1 Views on objectives 3.2 Views of the quality of care and education 3.3 Perceived importance and performance of aspects of pre-school 3.4 Discrepancy between importance and performance 3.5 Relationship between manager ratings of quality and the ECERS-R and the ECERS-E 3.6 Assessing children a) entry assessments b) regular assessments c) child assessment training 3.7 Planning a) use of timetables and curriculum b) personnel who plan c) materials used in planning learning activities d) use of assessment information in planning e) paid planning time f) payment for staff meetings 3.8 Provisions for children with special needs a) number of children with special needs b) the identification of special needs c) strategies for special needs Summary Section Four: Centres and parents 4.1 Parental access and interaction with staff 4.2 Parent/staff meetings 4.3 Availability of a parents' room 4.4 Other areas of centre - parent contact 4.5 Settling children in 4.6 Assessment Feedback to Parents 4.7 Educational support for parents Summary Appendices