| Title | Author | Year | Add to Folder |
Changing the life trajectories of Australia's most vulnerable children : Report No. 3 : The Early Years Education Program (EYEP) Model.
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| Jordan, Brigid
Kennedy, Anne | 2019 |
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Title: Changing the life trajectories of Australia's most vulnerable children : Report No. 3 : The Early Years Education Program (EYEP) Model.
Author(s): Jordan, Brigid | Kennedy, Anne | Melbourne Institute of Applied Economic and Social Research | University of Melbourne. Dept of Paediatrics | University of Melbourne. Melbourne Graduate School of Education
Published: Melbourne : Melbourne Institute of Applied Economic and Social Research : May 2019
Abstract: This report describes the Early Years Education Program (EYEP), which is an Australian model of early years education and care designed to meet the educational and developmental needs of infants and toddlers living with significant family stress and social disadvantage. EYEP was initiated by the Children's Protection Society (CPS), an independent not-for-profit child welfare organisation based in the north-east of Melbourne which was founded in 1896. CPS, as a large, well-established community services organisation including a family services team with expertise in child protection, was well placed for recruiting children and families along with other Child First and welfare agencies and Maternal and Child Health professionals. The impact of EYEP is being evaluated through a Randomised Controlled Trial (RCT) as part of the Early Years Education Research Program (EYERP). The key elements of EYEP are relational pedagogy, infant mental health, attachment theory, nutrition, parent engagement and the interface with family support services. The education model in EYEP is a pedagogically driven, relational, ethical, reflective teaching and learning model that is child focused. The report discusses the conceptual frameworks underpinning the model, and the key elements (staffing, structure, processes and content) that are designed to achieve the aims of EYEP. [Introduction, ed]
URL (open access) : https://fbe.unimelb.edu.au/__data/assets/pdf_file/0008/3059297/EYERP-Report-3-web.pdf
URL (archived) : https://web.archive.org/web/20190701175635/https://fbe.unimelb.edu.au/__data/assets/pdf_file/0008/3059297/EYERP-Report-3-web.pdf
Call Number : Online Resource
Record No: 366790 from Cunningham Library Catalogue
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Changing the life trajectories of Australia's most vulnerable children : Report No. 4 : 24 months in the Early Years Education Program : Assessment of the impact on children and their primary caregivers.
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| Tseng, Yi-Ping
Jordan, Brigid
Borland, Jeff
Coombs, Nichola
Cotter, Kate
Guillou, Mael
Hill, Alice
Kennedy, Anne
Sheehan, Jane | 2019 |
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Title: Changing the life trajectories of Australia's most vulnerable children : Report No. 4 : 24 months in the Early Years Education Program : Assessment of the impact on children and their primary caregivers.
Author(s): Melbourne Institute of Applied Economic and Social Research | Melbourne Institute of Applied Economic and Social Research | University of Melbourne. Dept of Economics | University of Melbourne. Dept of Pediatrics | University of Melbourne. Melbourne Graduate School of Education
Published: Melbourne : Melbourne Institute of Applied Economic and Social Research : May 2019
Abstract: This report presents findings on the impact on children and their primary caregivers of 24 months of enrolment in the Early Years Education Program (EYEP). After 24 months the impact of attending EYEP on children and their families is broad and powerful. Large positive impacts of EYEP are found on children's cognitive and non-cognitive development, primarily IQ, and protective factors related to resilience and social-emotional development. There is also some evidence that EYEP improves children's language skills and lowers the psychological distress of their primary caregivers. EYEP is a centre-based, early years care and education program targeted at the needs of children who are exposed to significant family stress and social disadvantage, including being at heightened risk of, or having experienced, abuse and neglect. The program has a dual focus: to address the consequences of family stress on children's development and to redress learning deficiencies. [Introduction, ed]
URL (open access) : https://fbe.unimelb.edu.au/__data/assets/pdf_file/0003/3085770/EYERP-Report-4-web.pdf
URL (archived) : https://web.archive.org/web/20190712035749/https://fbe.unimelb.edu.au/__data/assets/pdf_file/0003/3085770/EYERP-Report-4-web.pdf
Call Number : Online Resource
Record No: 366783 from Cunningham Library Catalogue
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Changing the life trajectories of Australia's most vulnerable children. Report No. 2. The first twelve months in the Early Years Education Program : An initial assessment of the impact on children and their primary caregivers.
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| Tseng, Yi-Ping
Jordan, Brigid
Borland, Jeff
Coombs, Nichola
Cotter, Kate
Hill, Alice
Kennedy, Anne | 2018 |
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Title: Changing the life trajectories of Australia's most vulnerable children. Report No. 2. The first twelve months in the Early Years Education Program : An initial assessment of the impact on children and their primary caregivers.
Author(s): Tseng, Yi-Ping | Jordan, Brigid | Borland, Jeff | Coombs, Nichola | Cotter, Kate | Hill, Alice | Kennedy, Anne | Melbourne Institute of Applied Economic and Social Research
Published: Melbourne : Melbourne Institute of Applied Economic and Social Research : March 2018
Abstract: This report presents initial findings on the impact on children and their primary caregivers after twelve months of enrolment in the Early Years Education Program (EYEP). EYEP is a model of early years care and education targeted at the particular needs of children who are exposed to significant family stress and social disadvantage. Children who participate in EYEP are offered three years of care and education (50 weeks per year, five hours per day each week). Key features of EYEP are high staff/child ratios, qualified and experienced staff, an infant mental health consultant in the team and a rigorously developed curriculum. The impact of EYEP is being evaluated through a Randomised Controlled Trial (RCT) as part of the Early Years Education Research Program (EYERP). Estimates of the impact of EYEP on child development after twelve months of enrolment were encouraging, but not at that point conclusive. The positive impact of EYEP on IQ is primarily observed for boys. [Introduction, ed]
URL (open access) : https://fbe.unimelb.edu.au/__data/assets/pdf_file/0005/2781248/EYERP-Report-2-web.pdf
URL (archived) : https://web.archive.org/web/20190712064310/https://fbe.unimelb.edu.au/__data/assets/pdf_file/0005/2781248/EYERP-Report-2-web.pdf
Call Number : Online Resource
Record No: 366784 from Cunningham Library Catalogue
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Thinking Maths : Learning Impact Fund Evaluation Report : Addendum to the Evaluation Report.
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| Dix, Katherine
Hollingsworth, Hilary
Carslake, Toby | 2018 |
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Title: Thinking Maths : Learning Impact Fund Evaluation Report : Addendum to the Evaluation Report.
Author(s): Carslake, Toby | Dix, Katherine | Hollingsworth, Hilary | Australian Council for Educational Research (ACER)
Published: Sydney : Social Ventures Australia (SVA) : September 2018
Abstract: Thinking Maths is a three-term structured professional learning program for Years 6 - 9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6 - 9 teachers participate in five professional learning days at 4 - 5 week intervals over three school terms in an eight-month intervention period delivered and led by two facilitators from the Department. The evaluation of Thinking Maths was independently conducted by the Australian Council for Educational Research (ACER) during February to October 2017. It involved over 7068 students (Years 5 - 10) in 158 government Primary and Secondary schools across South Australia. This efficacy evaluation was a multi-site, two-armed (intervention and business-as-usual control) Randomised Control Trial (RCT), with randomisation at the school level. The primary research question was to identify the impact of the Thinking Maths program on the mathematics achievement of individual students. This addendum is a companion document to 'Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report and Executive Summary'. The addendum contains: tables, figures, an overview of secondary outcome measures, HLM model specifications, an overview of process measures, the student survey, the teacher survey, a professional learning feedback form, and an overview of day 1 of the Thinking Maths Professional Learning Session. [Abstract]
URL (open access) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1005&context=literacy_numeracy_reviews
URL (archived) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1005&context=literacy_numeracy_reviews
Call Number : Online Resource
Record No: 366115 from Cunningham Library Catalogue
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Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report and Executive Summary.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Dix, Katherine
Hollingsworth, Hilary
Carslake, Toby | 2018 |
Add to Folder
Title: Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report and Executive Summary.
Author(s): Carslake, Toby | Dix, Katherine | Hollingsworth, Hilary | Australian Council for Educational Research (ACER) | Australian Council for Educational Research (ACER)
Published: Sydney : Social Ventures Australia (SVA) : September 2018
Abstract: Thinking Maths is a three-term structured professional learning program for Years 6 - 9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6 - 9 teachers participate in five professional learning days at 4 - 5 week intervals over three school terms in an eight-month intervention period delivered and led by two facilitators from the Department. The evaluation of Thinking Maths was independently conducted by the Australian Council for Educational Research (ACER) during February to October 2017. It involved over 7068 students (Years 5 - 10) in 158 government Primary and Secondary schools across South Australia. This efficacy evaluation was a multi-site, two-armed (intervention and business-as-usual control) Randomised Control Trial (RCT), with randomisation at the school level. The primary research question was to identify the impact of the Thinking Maths program on the mathematics achievement of individual students. This report presents the findings of the outcome and process evaluation of the Thinking Maths program evaluation. [Abstract]
URL (open access) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=literacy_numeracy_reviews
URL (archived) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=literacy_numeracy_reviews
Call Number : Online Resource
Record No: 366114 from Cunningham Library Catalogue
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Changing the life trajectories of Australia's most vulnerable children : Report No. 1 : Report on participants in the trial of the Early Years Education Program.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Tseng, Yi-Ping
Jordan, Brigid
Borland, Jeff
Clancy, Tamera
Coombs, Nichola
Cotter, Kate
Hill, Alice
Kennedy, Anne | 2017 |
Add to Folder
Title: Changing the life trajectories of Australia's most vulnerable children : Report No. 1 : Report on participants in the trial of the Early Years Education Program.
Author(s): Melbourne Institute of Applied Economic and Social Research | Melbourne Institute of Applied Economic and Social Research | University of Melbourne. Dept of Economics | University of Melbourne. Dept of Paediatrics | University of Melbourne. Melbourne Graduate School of Education
Published: Melbourne : Melbourne Institute of Applied Economic and Social Research : June 2017
Abstract: This report describes the characteristics and family backgrounds of children who are participants in the Randomised Controlled Trial (RCT) of the Early Years Education Program (EYEP). EYEP is targeted at the particular needs of children who in their early years experience significant family stress and social disadvantage, including risk of abuse or neglect. The situation of children in the EYEP trial and their primary caregivers is compared with representative samples of children from all households and low socio-economic status (SES) households in Australia. The information in this report on participants in the EYEP trial is taken from the baseline (initial) collection of data on children and their primary caregivers and families. The baseline data collection included standardized tests of children's development and questionnaire data provided by a child's primary caregiver. [Introduction, ed]
URL (open access) : https://fbe.unimelb.edu.au/__data/assets/pdf_file/0008/2548808/background-report-final-web.pdf
URL (archived) : https://web.archive.org/web/20190712064318/https://fbe.unimelb.edu.au/__data/assets/pdf_file/0008/2548808/background-report-final-web.pdf
Call Number : Online Resource
Record No: 366782 from Cunningham Library Catalogue
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