Target centre A total of 141 pre-school centres were recruited to the EPPE research covering 6
types of provision. The sample of children was drawn from these target centres.
Value added models Longitudinal multilevel models exploring children’s social/behavioural
developmental gains over the pre-school period, controlling for prior social behaviour and
significant child, parent and home learning environment characteristics. These models are
equivalent to the value added multilevel models in Section 3 of EPPE Technical Paper 8a
exploring children’s cognitive progress over the pre-school period, controlling for prior attainment
and significant child, parent and home learning environment characteristics.
Value added residuals Differences between predicted and actual results for pre-school centres
(where predicted results are calculated using value added models).
91
More intriguing information
1. Improving the Impact of Market Reform on Agricultural Productivity in Africa: How Institutional Design Makes a Difference2. BILL 187 - THE AGRICULTURAL EMPLOYEES PROTECTION ACT: A SPECIAL REPORT
3. An Investigation of transience upon mothers of primary-aged children and their school
4. Expectations, money, and the forecasting of inflation
5. ENERGY-RELATED INPUT DEMAND BY CROP PRODUCERS
6. The name is absent
7. Evolutionary Clustering in Indonesian Ethnic Textile Motifs
8. EXPANDING HIGHER EDUCATION IN THE U.K: FROM ‘SYSTEM SLOWDOWN’ TO ‘SYSTEM ACCELERATION’
9. The Role of Immigration in Sustaining the Social Security System: A Political Economy Approach
10. The name is absent