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Absolute effects of schooling as a reference for the interpretation of educational intervention effects (2020)
Journal Article
Luyten, J., Merrell, C., & Tymms, P. (2020). Absolute effects of schooling as a reference for the interpretation of educational intervention effects. Studies in Educational Evaluation, 67, Article 100939. https://doi.org/10.1016/j.stueduc.2020.100939

Knowledge of the absolute effects of schooling provides a useful reference for the interpretation of the effectiveness of educational interventions. We use discontinuities in test scores between the oldest pupils in one birth cohort and the youngest... Read More about Absolute effects of schooling as a reference for the interpretation of educational intervention effects.

EasyPeasy: Learning through play. Evaluation Report (2019)
Report
Robinson-Smith, L., Menzies, V., Cramman, H., Wang, Y. (., Fairhurst, C., Hallett, S., …Siddiqui, N. (2019). EasyPeasy: Learning through play. Evaluation Report. [No known commissioning body]

Number Identification: A Unique Developmental Pathway in Mathematics? (2018)
Journal Article
Cramman, H., Gott, S., Little, J., Merrell, C., Tymms, P., & Copping, L. (2020). Number Identification: A Unique Developmental Pathway in Mathematics?. Research Papers in Education, 35(2), 117-143. https://doi.org/10.1080/02671522.2018.1536890

We make a prima facie case for identifying a single pathway in the learning of Hindu-Arabic numerical symbols and discuss why this ability may be a critical gateway concept in developing mathematical competencies. A representative sample of English a... Read More about Number Identification: A Unique Developmental Pathway in Mathematics?.

Links between Socio-Emotional Skills, Behaviour, Mathematics and Literacy of Preschool Children in Serbia (2018)
Journal Article
Aleksić, G., Merrell, C., Ferring, D., Tymms, P., & Klemenović, J. (2019). Links between Socio-Emotional Skills, Behaviour, Mathematics and Literacy of Preschool Children in Serbia. European Journal of Psychology of Education, 34(2), 417-438. https://doi.org/10.1007/s10212-018-0387-8

Young children’s socio-emotional skills are important for understanding their own and others’ behaviors and interactions. No study in Serbia has investigated this before. In this study, we explored the links between early socio-emotional skills, beha... Read More about Links between Socio-Emotional Skills, Behaviour, Mathematics and Literacy of Preschool Children in Serbia.

The long-term impact of effective teaching (2017)
Journal Article
Tymms, P., Merrell, C., & Bailey, K. (2018). The long-term impact of effective teaching. School Effectiveness and School Improvement, 29(2), 242-261. https://doi.org/10.1080/09243453.2017.1404478

This paper investigates the impact of effective schooling in the 1st year of elementary school on later academic outcomes and equal educational opportunity. A large longitudinal dataset from England was used to estimate the importance of the 1st year... Read More about The long-term impact of effective teaching.

The contribution of schooling to learning gains of pupils in Years 1 to 6 (2017)
Journal Article
Luyten, H., Merrell, C., & Tymms, P. (2017). The contribution of schooling to learning gains of pupils in Years 1 to 6. School Effectiveness and School Improvement, 28(3), 374-405. https://doi.org/10.1080/09243453.2017.1297312

By means of a regression-discontinuity approach with multiple cut-off points, the effects of age and schooling on learning gains in English primary schools are estimated. The analyses relate to over 3,500 pupils in 20, predominantly independently fun... Read More about The contribution of schooling to learning gains of pupils in Years 1 to 6.

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.

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.

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.