Outputs (81)

Mapping and Predicting Literacy and Reasoning Skills from Early to Later Primary School (2017)
Journal Article
Demetriou, A., Merrell, C., & Tymms, P. (2017). Mapping and Predicting Literacy and Reasoning Skills from Early to Later Primary School. Learning and Individual Differences, 54, 217-225. https://doi.org/10.1016/j.lindif.2017.01.023

This study explored the relations between early indicators of literacy, numeracy and reasoning with later school performance in these abilities. In pursuit of this aim, appropriate tests were administered to 1073 children at the start of school in En... Read More about Mapping and Predicting Literacy and Reasoning Skills from Early to Later Primary School.

Understanding Monitoring in the United Kingdom Context (2017)
Book Chapter
Merrell, C. (2017). Understanding Monitoring in the United Kingdom Context. In V. Scherman, R. Bosker, & S. Howie (Eds.), Monitoring the quality of education in schools : examples of feedback into systems from developed and emerging economies (93-106). Springer Verlag. https://doi.org/10.1007/978-94-6300-453-4_7

This chapter provides an overview of the recent and current policies for assessing and monitoring pupils’ academic progress across the four countries of the UK; England, Northern Ireland, Scotland and Wales. It gives examples of the uses of the data... Read More about Understanding Monitoring in the United Kingdom Context.

What impact does the first year of school have on later success? (2016)
Presentation / Conference Contribution
Tymms, P., & Merrell, C. (2016, December). What impact does the first year of school have on later success?. Paper presented at International Congress for School Effectiveness and Improvement, Glasgow

Checking the possibility of equating a mathematics assessment between Russia, Scotland and England for children starting school (2016)
Journal Article
Ivanova, A., Kardanova, E., Merrell, C., Tymms, P., & Hawker, D. (2018). Checking the possibility of equating a mathematics assessment between Russia, Scotland and England for children starting school. Assessment in Education: Principles, Policy & Practice, 25(2), 141-159. https://doi.org/10.1080/0969594x.2016.1231110

Is it possible to compare the results in assessments of mathematics across countries with different curricula, traditions and age of starting school? As part of the iPIPS project, a Russian version of the iPIPS baseline assessment was developed and t... Read More about Checking the possibility of equating a mathematics assessment between Russia, Scotland and England for children starting school.

A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11 (2016)
Journal Article
Merrell, C., Sayal, K., Tymms, P., & Kasim, A. (2017). A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11. Learning and Individual Differences, 53, 156-161. https://doi.org/10.1016/j.lindif.2016.04.003

Background The link between inattention and hyperactivity/impulsivity and poor academic outcomes is well established. Children with mild difficulties can go unnoticed yet may be at risk of poor academic outcomes. Aims To investigate the link between... Read More about A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11.

Assessing Young Children: Problems and Solutions (2016)
Book Chapter
Merrell, C., & Tymms, P. (2016). Assessing Young Children: Problems and Solutions. In Understanding what works in oral reading assessments : recommendations from Donors, implementers and practitioners (126-133). UNESCO Institute for Statistics (UIS). https://doi.org/10.15220/978-92-9189-196-2-en

Children's development at the start of school in Scotland and the progress made during their first school year: An analysis of PIPS baseline and follow-up assessment data (2015)
Report
Tymms, P., Merrell, C., & Buckley, H. (2015). Children's development at the start of school in Scotland and the progress made during their first school year: An analysis of PIPS baseline and follow-up assessment data. The Scottish Government

Trabalhando com crianças pequenas desatentas, hiperativas e impulsivas em sala. Um guia para educadores (2015)
Book
Rocha Mazzuchelli, D. S., Batista Araujo e Oliveira, J., Costa, M., Merrell, C., & Tymms, P. B. (2015). Trabalhando com crianças pequenas desatentas, hiperativas e impulsivas em sala. Um guia para educadores

Cross-age Peer Learning (2015)
Journal Article
Tymms, P., & Merrell, C. (2015). Cross-age Peer Learning. Better (UK ed. Print), 7(1), 18-19

Academic Outcomes following a school-based RCT for ADHD: 6 year follow-up (2015)
Journal Article
Sayal, K., Merrell, C., Tymms, P., & Kasim, A. (2020). Academic Outcomes following a school-based RCT for ADHD: 6 year follow-up. Journal of Attention Disorders, 24(1), 66-72. https://doi.org/10.1177/1087054714562588

Objective: For children with high levels of ADHD symptoms, to investigate the impact of early school-based interventions on academic outcomes in mid-childhood. Methods: A 6 year follow-up of 4-5 year olds (n=52,075) whose schools participated in a cl... Read More about Academic Outcomes following a school-based RCT for ADHD: 6 year follow-up.