Aarts, R., Demir, S. & Vallen, T. (2011). Characteristics of academic language register occurring in caretaker–child interaction: development and validation of a coding scheme. Language Learning: Journal of Applied Linguistics 61 (4), 1173–1221.
Alexander Pan, B., Rowe, M.L., Singer, J.D. & Snow, C.E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development 76 (4), 763–782.
Allatt, P. (1993). Becoming privileged: the role of family processes. In I. Bates & G. Riseborough (eds.), Youth and inequality (pp.139–159). Buckingham: Open University Press.
Anders, Y., Sammons, P., Taggart, B., Sylva, K., Melhuish, E. & Siraj-Blatchford, I. (2010). The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10. British Educational Research Journal 36 (3), 421–441.
Arnett, J. (1989). Caregivers in day care centres: does training matter?Journal of Applied Developmental Psychology 10, 541–552.
Arnold, D.H. & Doctoroff, G.L. (2003). The early education of socio-economically disadvantaged children. Annual Review of Psychology 54, 517–545.
Bandura, A. (1995). Self-efficacy in changing societies. Cambridge University Press.
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: a learning ecology perspective. Human Development 49, 109–244.
Bennett, K.K., Weigel, D.J. & Martin, S.S. (2002). Children’s acquisition of early literacy skills: examining family contributions. Early Childhood Research Quarterly 17 (3), 295–317.
Bennett, N., Wood, L. & Rogers, S. (1996). Teaching through play: teachers’ theories and classroom practices. Milton Keynes: Open University Press.
Bernstein, B. (1971). Class, codes and control. Volume I. London: Paladin.
Bernstein, B. (1975). Class, codes and control. Volume III: Towards a theory of educational transmissions. London: Routledge and Kegan Paul.
Bodovski, K. (2011). Parental practices and educational achievement: social class, race, and habitus. British Journal of Sociology of Education 31 (2), 139–156.
Bodovski, K. & Farkas, G. (2008). ‘Concerted cultivation’ and unequal achievement in elementary school. Social Science Research 37 (3), 903–919.
Bornstein, M.H., Haynes, M.O. & Painter, K.M. (1998). Sources of child vocabulary competence: a multivariate model. Journal of Child Language 25, 367–393.
Bourdieu, P. (1986). The forms of capital. In J.G. Richardson (ed.), Handbook of theory and research for the sociology of education (pp. 241–257). New York: Greenwood Press.
Bourdieu, P. (1987) What makes a social class: on the theoretical and practical existence of groups. Berkeley Journal of Sociology 32, 1–17.
Bourdieu, P. & Passeron, J. C., (1977). Reproduction and education, culture and society. London: Sage.
Bradley, R. (2002). Environment and parenting. In M.H. Bornstein (ed.), Handbook of parenting (2nd edn). Volume II: Biology and ecology of parenting (pp. 281–314). Hillsdale, NJ: Lawrence Erlbaum.
Bradley, R.H. & Corwyn, R.F. (2002). Socio-economic status and child development. Annual Review of Psychology 53, 371–399.
Bradley, R.H., Corwyn, R.F, Caldwell, B.M., Whiteside-Mansell, L., Wasserman, G.A. & Mink, I.T. (2000). Measuring the home environments of children in early adolescence. Journal of Research on Adolescence 10 (3), 247–288.
Bradley, R.H., Corwyn, R.F, Burchinal, M., Pipes McAdoo, H.P. & Garcia Coll, C. (2001). The home environments of children in the United States. Part II: Relations with behavioral development through age thirteen. Child Development 72, 1868–1886.
Bredekamp, V.S. & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC.
Bronfenbrenner, U. (1979). The ecology of human development: experiments by nature and design. Cambridge, MA: Harvard University Press.
Bronfenbrenner, U. (1993). The ecology of cognitive development: research models and fugitive findings. In R. Wozniak & K. Fisher (eds.), Development in context: acting and thinking in specific environments (pp. 3–44). Hillsdale, NJ: Lawrence Erlbaum.
Bronfenbrenner, U. (1994). Ecological models of human development. In International encyclopedia of education (2nd edn, vol. III). Oxford: Elsevier.
Bronfenbrenner, U. (1995). Developmental ecology through space and time: a future perspective. In P. Moen, G.H. Elder Jr & K. Lüscher (eds.), Examining lives in context: perspectives on the ecology of human development (pp. 619–648). Washington, DC: American Psychological Association.
Bronfenbrenner, U. (1999). Environments of developmental perspective: theoretical and operational models. In S.L. Friedman & T.D. Wachs (eds.), Measuring environments across the life span: emerging methods and concepts (pp. 3–28). Washington, DC: American Psychological Association.
Bronfenbrenner, U. (2005). Making human beings human. Thousand Oaks, CA: Sage.
Bronfenbrenner, U. & CeciS.J. (1994). Nature–nurture reconceptualized in developmental perspective: a bioecological model. Psychological Review 101 (4), 568–586.
Bronfenbrenner, U. & Evans, G.W. (2000). Developmental science in the twenty-first century: emerging questions, theoretical models, research designs and empirical findings. Social Development 9 (1), 15–25.
Bronfenbrenner, U. & Morris, P.A. (2006). The ecology of developmental processes. In W. Damon & R.M. Lerner (eds.), Handbook of child psychology (6th edn). Volume I: Theoretical models of human development (pp. 793–828). New York: Wiley.
Brooks-Gunn, J. & Duncan, G.J. (1997). The effects of poverty on children. Future of Children 7, 55–71.
Brooks-Gunn, J. & Markman, L.B. (2005). The contribution of parenting to ethnic and racial gaps in school readiness. Future of Children 15 (1), 139–168.
Bunge, M. (1993). Realism and antirealism in social science. Theory and Decision 35 (3), 207–235.
Burchinal, M.R., Peisner-Feinberg, E., Pianta, R. & Howes, C. (2002). Development of academic skills from pre-school through second grade: family and classroom predictors of developmental trajectories. Journal of School Psychology 40 (5), 415–436.
Bursik, K. & Martin, T.A. (2006). Ego development and adolescent academic achievement. Journal of Research on Adolescence 16 (1), 1–18.
Bus, A.G.I., Ijzendoorn, M.H. & Pellegrini, A.D. (1995). Joint book reading makes for success in learning to read: a meta-analysis of inter-generational transmission of literacy. Review of Educational Research 65, 1–21.
Chen, Z. & Siegler, R.S. (2000). The great divide. Monographs of the Society for Research in Child Development 65 (2), 1–95.
Cicchetti, D. & Rogosch, F. A. (1996). Equifinality and multifinality in developmental psychopathology. Development and Psychopathology 8, 597–600.
Coleman, P.K. & Hildebrandt Karraker, K. (2000). Parenting self-efficacy among mothers of school-age children: conceptualization, measurement, and correlates. Family Relations 49 (1), 13–24.
Cook, T.D., Deng, Y. & Morgano, E. (2007). Friendship influences during early adolescence: the special role of friends’ grade point average. Journal of Research on Adolescence 17 (2), 325–356.
Crawford, C., Dearden, L. & Meghir, C. (2007). When you are born matters: the impact of date of birth on child cognitive outcomes in England. London: The Institute for Fiscal Studies.
Creswell, J. (2003). Research design: qualitative, quantitative and mixed-methods approaches. Thousand Oaks, CA: Sage.
Darling, N. & Steinberg, L. (1993). Parenting style as context: an integrative model. Psychological Bulletin 113 (3), 487–496.
Dearing, E., McCartney, K., Weiss, H.B., Kreider, H. & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology 42, 445–460.
Dearing, E., Kreider, H., Simpkins, S. & Weiss, H.B. (2006). Family involvement in school and low-income children’s literacy: longitudinal associations between and within families. Journal of Educational Psychology 98 (4), 653–664.
Department for Work and Pensions (2011a). Households below average income: an analysis of the income distribution 1994/95–2009/10 (22nd edn). London: Department for Work and Pensions.
Desforges, C. & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: a literature review. Research Report 433. London: Department for Education and Skills.
Driessen, G. & Valkenberg, P. (2000). Islamic schools in the Netherlands: compromising between identity and quality?British Journal of Religious Education 23, 15–26.
Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, P. & Snow, C.E. (2007). The role of home literacy and language environment on bilinguals’ English and Spanish vocabulary development. Applied Psycholinguistics 28, 171–190.
Dweck, C.S. (1999). Self-theories: their role in motivation, personality, and development. Philadelphia, PA: The Psychology Press.
Eccles, J.S. & Harold, R.D. (1996). Family involvement in children’s and adolescents’ schooling. In A. Booth & J.F. Dunn (eds.) Family-school links: how do they affect educational outcomes? (pp. 3–34). Mahwah, NJ: Lawrence Erlbaum.
Elder, G.H., Jr (1974). Children of the great depression. University of Chicago Press.
Elder, G.H., Jr (1998a). The life-course as developmental theory. Child Development 69 (1), 1–12.
Elder, G.H., Jr (1998b). Life course and development. In W. Damon & R.M. Lerner (eds.), Handbook of child psychology (5th edn). Volume I: Theoretical models of human development (pp. 1–24). New York: Wiley.
Elliot, C., Smith, P. & McCulloch, K. (1996). British Ability Scales, Second Edition (BAS II). Windsor: NFER-Nelson Publishing.
Elliot, K. & Sammons, P. (2004). Exploring the use of effect sizes to evaluate the impact of different influences on child outcomes. In K. Elliot & I. Schlagens (eds.), What does it mean? The use of effect sizes in educational research. Slough: NfER.
Epstein, J. L. (1992). School and family partnerships. In M. Aikin (ed.) Encyclopedia of educational research (6th edn) (pp. 1139–1151). New York: MacMillan.
Evans, G.W. & Rosenbaum, J. (2008). Self-regulation and the income-achievement gap. Early Childhood Research Quarterly 23 (4), 505–514.
Fan, X. & Chen, M. (2001). Parental involvement and students’ academic achievement: a meta-analysis. Educational Psychology Review 13 (1), 1–22.
Fantuzzo, J., Tighe, E. & Childs, S. (2000). Family involvement questionnaire: a multivariate assessment of family involvement in early childhood education. Journal of Educational Psychology 92 (2), 367–376.
Fantuzzo, J., McWayne, C., Perry, M.A. & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioural and learning competencies for urban, low-income children. School Psychology Review 33 (4), 467–480.
Feinstein, L., Duckworth, K. & Sabates, R. (2008). Education and the family: passing success across the generations. London: Routledge.
Fischer, K.W. & Bidell, T.R. (1998). Dynamic development of psychological structures in action and thought. In W. Damon & R.M. Lerner (eds.), Handbook of child psychology (5th edn). Volume I: Theoretical models of human development (pp. 467–561). New York: Wiley.
Forget-Dubois, N., Dionne,G., Lemelin, P., Perusse, D., Tremblay, R.E. & Boivin, M. (2009). Early child language mediates the relationship between home environment and school readiness. Child Development 80 (3), 736–749.
Foster, M.A., Lambert, R., Abbott-Shim, M., McCartyF. & Franze, S. (2005). A model of home learning environment and social risk factors in relation to children’s emergent literacy and social outcomes. Early Childhood Research Quarterly 20 (1), 13–36.
Fuchs, S. (2001). Against essentialism. University of Chicago Press.
Furlong, J. (2003). BERA at 30: have we come of age? Presidential address to the annual conference of the British Educational Research Association, Heriot Watt University, Edinburgh, UK.
Gauvain, M. (1998). Cognitive development in social and cultural context. Current Directions in Psychological Science 7 (6), 188–192.
Gauvain, M. (2001). The social context of cognitive development. New York: Guilford.
Geertz, C. (1979). From the native’s point of view: on the nature of anthropological understanding. In P. Rabinow & W. Sullivan (eds.), Interpretative social science (pp. 225–241). Berkeley: University of California Press.
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: a research note. Journal of Child Psychology & Psychiatry 38, 581–586.
Gorard, S. & Taylor, C. (2004). Combining methods in educational and social research. London: Open University Press.
Gottlieb, G. (2001). The relevance of developmental-psychobiological metatheory to developmental neuropsychology. Developmental Neuropsychology 19 (1), 1–9.
Gottlieb, G. (2002). Developmental-behavioral initiation of evolutionary change. Psychological Review 109 (2), 211–218.
Green, C.L., Walker, J.M.T., Hoover-Dempsey, K.V. & Sandler, H.M. (2007). Parents’ motivations for involvement in children’s education: an empirical test of a theoretical model of parental involvement. Journal of Educational Psychology 99 (3), 532–544.
Greene, J. (2005). The generative potential of mixed-methods enquiry. International Journal of Research and Method in Education 28 (2), 207–211.
Greene, J. & Caracelli, V. (eds.) (1997). Advances in mixed-method evaluation: the challenges and benefits of integrating diverse paradigms. New directions for evaluation, 74. San Francisco: Jossey-Bass.
Greene, J. & Caracelli, V. (eds.) (2003). Making paradigmatic sense of mixed-methods inquiry. In A. Tashakkori & C. Teddlie (eds.), Handbook of mixed methods in social and behavioral research. Thousand Oaks, CA: Sage.
Greene, M.L. & Way, N. (2005). Self-esteem trajectories among ethnic minority adolescents: a growth curve analysis of the patterns and predictors of change. Journal of Research on Adolescence 15 (2), 151–178.
Greenfield, P.M. (2002). The mutual definition of culture and biology in development. In H. Keller, Y.H. Poortinga & A. Schoelmerich (eds.), Between culture and biology. Cambridge University Press.
Greenfield, P.M., Keller, H., Fuligni, A. & Maynard, A. (2003). Cultural pathways through universal development. Annual Review of Psychology 54, 461–490.
Griswold, W., McDonnell, T. & Wright, N. (2005). Reading and the reading class in the twenty-first century. Annual Review of Sociology 31, 127–141.
Gunnar, M.R. & Cheatham, C.L. (2003). Brain and behavior interface: stress and the developing brain. Infant Mental Health Journal 24 (3), 195–211.
Hall, J., Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2009). The role of pre-school quality in promoting resilience in the cognitive development of young children. Oxford Review of Education 35 (3), 331–352.
Harkness, S. & Super, C.M. (1992). Parental ethnotheories in action. In I.E. Sigel, A.V. McGillicuddy-DeLisi & J.J. Goodnow (eds.), Parental belief systems: the psychological consequences for children (2nd edn) (pp. 393–414). Hillsdale, NJ: Lawrence Erlbaum.
Harkness, S. & Super, C.M. (1999). From parents’ cultural belief systems to behavior. In L. Eldering & P.P.M. Leseman (eds.), Effective early education: cross-cultural perspectives (pp. 67–90). New York: Palmer Press.
Harkness, S., Super, C.M. & Van Tijen, N. (2000). Individualism and the “Western mind” reconsidered: American and Dutch parents’ ethnotheories of the child. New Directions of Child and Adolescent Development 87, 23–40.
Harms, T., Clifford, M. & Cryer, D. (1998). Early childhood environment rating scale, revised edition (ECERS-R). Vermont: Teachers College Press.
Harris, A., Clarke, P., James, S., Harris, B. & Gunraj, J. (2006). Improving schools in difficulty. London: Continuum Press.
Hart, B. & Risley, T.R. (1995). Meaningful differences in everyday experiences of young American children. Baltimore, MD: Paul H. Brooks Publishing.
Hatano, G. & Wertsch, J.V. (2001). Sociocultural approaches to cognitive development: the constitutions of culture in mind. Human Development 44 (2–3), 77–83.
Heckman, J.J. (2006). Skill formation and the economics of investing in disadvantaged children. Science 312 (5782), 1900–1902.
Henrichs, L.F. (2010). Academic language in early childhood interactions: a longitudinal study of 3- to 6-year-old Dutch monolingual children. Amsterdam, The Netherlands: Amsterdam Centre for Language and Communication.
Hill, N.E. & Tyson, D.F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology 45 (3), 740–763.
Hoff, E. (2003). The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. Child Development 74 (5), 1368–1378.
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review 26, 55–88.
Hoff, E. & Tian, C. (2005). Socioeconomic status and cultural influences on language. Journal of Communication Disorders 38, 271–278.
Hoff, E., Laursen, B. & Tardif, T. (2002). Socioeconomic status and parenting. In M.H. Bornstein (ed.), Handbook of parenting (2nd edn). Volume II: Ecology and biology of parenting (pp. 161–188). Mahwah, NJ: Lawrence Erlbaum.
Hohmann, M. & Weikart, D.P. (1995). Educating young children. Michigan: High/Scope Educational Research Foundation.
Hoover-Dempsey, K.V. & Sandler, H.M. (1995). Parental involvement in children’s education: why does it make a difference?Teachers College Record 95, 310–331.
Hoover-Dempsey, K.V. & Sandler, H.M. (1997). Why do parents become involved in their children’s education?Review of Educational Research 67 (1), 3–42.
Hoover-Dempsey, K.V., Battiato, A.C., Walker, J.M.T., Reed, R.P., DeJong, J.M. & Jones, K.P. (2001). Parental involvement in homework. Educational Psychologist 36 (3), 195–209.
Jeynes, W.H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education 40 (3), 237–269.
Ko, J. & Sammons, P. (2011). Effective teaching: a review of research. CfBT Education Trust.
Kohn, M.L. (1995). Social structure and personality through time and space. In P. Moen, G.H. Elder Jr & K. Lüscher (eds.), Examining lives in context: perspectives on the ecology of human development (pp. 141–169). Washington, DC: American Psychological Association.
Kohn, M.L. & Schooler, C. (1983). Work and personality: an enquiry into the impact of social stratification. Norwood, NJ: Ablex.
Kumpulainen, K. & Kaartinen, S. (2003). The interpersonal dynamics of collaborative reasoning in peer interactive dyads. The Journal of Experimental Education 21 (4), 333–370.
Laland, K.N., Odling-Smee, J. & Feldman, M.W. (2000). Niche construction, biological evolution, and cultural change. Behavioral and Brain Sciences 23, 131–175.
Landry, S.H., Smith, K.E. & Swank, P.R. (2003). The importance of parenting during early childhood for school-age development. Developmental Neuropsychology 24 (2–3), 559–591.
Lareau, A. (2003). Unequal childhoods. Class, race, and family life. London: University of California Press.
Lee, V.E., Loeb, S. & Lubeck, S. (1998). Contextual effects of pre-kindergarten classrooms for disadvantaged children on cognitive development: the case of chapter 1. Child Development 69 (2), 479–494.
Leseman, P.P.M. & van den Boom, D.C. (1999). Effects of quantity and quality of home proximal processes on Dutch, Surinamese-Dutch and Turkish-Dutch pre-schoolers’ cognitive development. Infant and Child Development 8, 19–38.
Leseman, P.P.M., Scheele, A.F., Mayo, A.Y. & Messer, M.H. (2007). Home literacy as special language environment to prepare children for school. Zeitschrift für Erziehungswissenschaft 10 (3), 334–355.
Luthar, S.S., Cicchetti, D. & Becker, B. (2000). The construct of resilience: a critical evaluation and guidelines for future work. Child Development 71 (3), 543–562.
Marsh, H.W. (2006). Self-concept theory, measurement and research into practice: the role of self-concept in educational psychology. Leicester: The British Psychological Society.
Marsh, H.W., Smith, I.D. & Barnes, J. (1985). Multidimensional self-concepts: relations with sex and academic achievement. Journal of Educational Psychology 77, 581–596.
Matthews, P. & Sammons, P. (2004). Improvement through inspection: an evaluation of the impact of Ofsted’s work. (HMI 2244). London: Ofsted.
Matthews, P. & Sammons, P.(2005). Survival of the weakest: the differential improvement of schools causing concern in England. London Review of Education 3 (2), 159–176.
Mayo, A.Y. & Leseman, P.P.M. (2008). Off to a good start? Vocabulary development and differences in early family and classroom experiences of children from native-Dutch and immigrant families in the Netherlands. Educational and Child Psychology 25 (3), 70–82.
McNeal, R.B. (2001). Differential effects of parental involvement on cognitive and behavioural outcomes by socioeconomic status. Journal of Socio-Economics 30, 171–179.
Melhuish, E. (2010). Why children, parents and home learning are important. In K. Sylva, E. Melhuish, P. Sammons, I. Siraj-Blatchford & B. Taggart (eds.), Early childhood matters: evidence from the Effective Pre-school and Primary Education Project (pp. 44–69). London: Routledge.
Melhuish, E., Sylva, K., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2001). The Effective Provision of Pre-School Education (EPPE) project. Technical paper 7: Social/behavioural and cognitive development at 3–4 years in relation to family background. London: DfES/Institute of Education, University of London.
Melhuish, E., Romaniuk, H., Sammons, P., Sylva, K., Siraj-Blatchford, I. & Taggart, B. (2006). Effective Pre-school and Primary Education 3–11 project (EPPE 3–11): the effectiveness of primary schools in England in Key Stage 2 for 2002, 2003 and 2004. Full report. Institute of Education, University of London.
Melhuish, E.C., Phan, M.B., Sylva, K., Sammons, P., Siraj-Blatchford, I. & TaggartB. (2008). Effects of the home learning environment and pre-school centre experience upon literacy and numeracy development in early primary school. Journal of Social Issues 64 (1), 95–114.
Melhuish, E., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B. & Toth, K. (2011). EPPSE Report on trajectories for literacy and numeracy – cohorts 1 to 4. London: DfES/Institute of Education, University of London.
Mertens, D. (1999). Inclusive evaluation: implications of transformative theory for evaluation. American Journal of Evaluation 20 (1), 1–14.
Moen, P. & Erickson, M.A. (1995). Linked lives: a transgenerational approach to resilience. In P. Moen, G.H. Elder Jr & K. Lüscher (eds.), Examining lives in context: perspectives on the ecology of human development (pp. 169–210). Washington, DC: American Psychological Association.
Molfese, V.J., Modglin, A. & Molfese, D.L. (2003). The role of environment in the development of reading skills: a longitudinal study of pre-school and school-age measures. Journal of Learning Disabilities 36 (1), 59–67.
Moriarty, V. & Siraj-Blatchford, I. (1998). An introduction to curriculum for 3 to 5 year olds. Nottingham: Education Now Books.
Mortimore, P., Sammons, P., Stoll, L., Lewis, D. & Ecob, R. (1988). School matters: the junior years. Wells: Open Books.
Mounts, N. S. (2000). Parental management of adolescent peer relationships: what are its effects on friend selection? In K.A. Kerns, J.M. Contreras & A.M. Neal-Barnett (eds.), Family and peers: linking two social worlds (pp. 169–94). Westport, CT: Praeger.
Muijs, D., Harris, A., Chapman, C., Stoll, L. & Russ, J. (2004). Improving schools in socio-economically disadvantaged areas: a review of research. School Effectiveness and School Improvement 15 (2), 149–175.
NICHD/ECCRN (National Institute of Child Health and Human Development/Early Child Care Research Network) (2002). The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. The Elementary School Journal 102 (5), 367–387.
Niglas, K. (2001a). Combining quantitative and qualitative inquiry in educational Research. Dissertation submitted for the degree of Doctor of Philosophy. Tallinn Pedagogical University.
Oakley, A. (2004). The researcher’s agenda for evidence. Evaluation and Research in Education 18 (1–2), 12–27.
Ofsted (2000). Improving city schools. London: Ofsted.
Ofsted (2009). Twelve outstanding secondary schools excelling against the odds. London: Ofsted.
Okagaki, L. & French, P.A. (1998). Parenting and children’s school achievement: a perspective. American Educational Research Journal 35 (1), 123–144.
Okagaki, L. & Sternberg, R.J. (1993). Parental beliefs and children’s school performance. Child Development 64, 36–56.
Palacios, J., Gonzales, M. & Moreno, M. (1992). Stimulating the child in the zone of proximal development: the role of parents’ ideas. In I.E. Sigel, A.V. McGillicuddy-DeLisi & J.J. Goodnow (eds.), Parental belief systems: the psychological consequences for children (2nd edn) (pp. 71–94). Hillsdale, NJ: Lawrence Erlbaum.
Parke, R.D. (2004). Development in the family. Annual Review of Psychology 55, 365–399.
Pianta, R.C., La Paro, K.M., Payne, C., Cox, M.J. & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. The Elementary School Journal 102 (3), 226–238.
Raviv, T., Kessenich, M. & Morisson, F.J. (2004). A mediational model of the association between socioeconomic status and 3-year-old language abilities: the role of parenting factors. Early Childhood Research Quarterly 19, 528–547.
Reynolds, T. (2006a). Caribbean young people, family relationships and social capital. Journal of Ethnic and Racial Studies 29 (6) (Special issue: Social capital, migration and transnational families), 1087–1103.
Reynolds, T. (2006b). Family and community networks in the (re)making of ethnic identity of Caribbean young people in Britain. Community, Work and Family 9 (3), 273–290.
Rogoff, B. (1993). Children’s guided participation and participatory appropriation in sociocultural activity. In R.H. Wozniak & K.W. Fischer (eds.), Development in context: acting and thinking in specific environments (pp.121–153). Hillsdale, NJ: Lawrence Erlbaum.
Rogoff, B. (1998). Cognition as a collaborative process. In B. Damon, D. Kuhn & R.S. Siegler (eds.), Handbook of child psychology (5th edn). Volume 2: Cognition, perception and language (pp. 679–744). New York: Wiley.
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
Rogoff, B. & Toma, C. (1997). Shared thinking: community and institutional variations. Discourse Processes 23 (3), 965–980.
Rogoff, B., Baker-Smith, J., Lacasa, P. & Goldsmith, D. (1995). Development through participation in sociocultural activity. New Directions for Child Development 67, 45–65.
Rogoff, B., Paradise, R., Mejía Arauz, R., Correa-Chávez, M. & Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology 54, 175–203.
Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry 57, 316–331.
Rutter, M. (2007). Resilience, competence, and coping. Child Abuse & Neglect 31, 205–209.
Sammons, P. (2007). School effectiveness and equity: making connections. Reading: CfBT Education Trust.
Sammons, P. (2010a). Does pre-school make a difference? Identifying the impact of pre-school on children’s cognitive and social behavioural development. In K. Sylva, E. Melhuish, P. Sammons, I. Siraj-Blatchford & B. Taggart (eds.), Early childhood matters: evidence from the Effective Pre-school and Primary Education project (pp. 92–113). London: Routledge, Taylor and Francis Group.
Sammons, P. (2010b). Do the benefits of pre-school last? Investigating pupil outcomes to the end of Key Stage 2 (aged 11). In K Sylva, E. Melhuish, P. Sammons, I. Siraj-Blatchford & B. Taggart (eds.), Early childhood matters: evidence from the Effective Pre-school and Primary Education project. London: Routledge, Taylor and Francis Group.
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B. & Elliot, K. (2002a). The Effective Provision of Pre-School Education (EPPE) project.Technical paper 8a: Measuring the impact of pre-school on children’s cognitive progress over the pre-school period. London: DfES/Institute of Education, University of London.
Sammons, P., Smees, R., Taggart, B., Sylva, K., Melhuish, E. C., Siraj-Blatchford, I. & Elliot, K. (2002b). The Early Years Transition and Special Educational Needs (EYTSEN) project. Technical paper 1: Special needs across the pre-school period. London: DfES/Institute of Education, University of London.
Sammons, P., Taggart, B., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford, I. & Elliot, K. (2003). The Early Years Transition and Special Educational Needs (EYTSEN) project. DfES research report 431. Nottingham: DfES Publications.
Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj-Blatchford, I. & Taggart, B. (2004). The impact of pre-school on young children’s cognitive attainments at entry to reception. British Education Research Journal 30 (5), 691–712.
Sammons, P., Siraj-Blatchford, I., Sylva, K., Melhuish, E., Taggart, B. & Elliot, K. (2005). Investigating the effects of pre-school provision: using mixed methods in the EPPE research. International Journal of Social Research Methodology 8 (3) (special issue on mixed methods in educational research), 207–224.
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B. & Hunt, S. (2008a). The Effective Pre-School and Primary Education 3–11 project (EPPE 3–11): influences on children’s attainment and progress in Key Stage 2: cognitive outcomes in Year 6. London: DCSF/Institute of Education, University of London.
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B. & Jelicic, H. (2008b). The Effective Pre-School and Primary Education 3–11 project (EPPE 3–11): influences on children’s attainment and progress in Key Stage 2: social/behavioural outcomes in Year 6. London: DCSF/Institute of Education, University of London.
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Barreau, S. & Grabbe, Y. (2008c). The Effective Pre-School and Primary Education 3–11 project (EPPE 3–11): the influence of school and teaching quality on children’s progress in primary school. London: DCSF/Institute of Education, University of London.
Sammons, P., Anders, Y., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B. & Barreau, S. (2008d). Children’s cognitive attainment and progress in English primary schools during Key Stage 2: investigating the potential continuing influences of pre-school education. Zeitschrift für Erziehungswissenschaften 10 (11), 179–198.
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Toth, K., Draghici, D. & Smees, R. (2012a). Effective Pre-School, Primary and Secondary Education project (EPPSE 3–14): influences on students’ attainment and progress in Key Stage 3: academic outcomes in English, Maths and science in Year 9. DfE RB 184a. London: Department for Education.
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Draghici, D., Smees, R. & Toth, K. (2012b). Effective Pre-School, Primary and Secondary Education project (EPPSE 3–14): influences on students’ development in Key Stage 3: social–behavioural outcomes in Year 9. DfE RB 184b. London: Department for Education.
Sampson, W.A. (2007). Race, class, and family intervention. Engaging parents and families for academic success. Maryland: Rowman & Littlefield Education.
Sanders, W.L. (1998). Value-added assessment. The School Administrator 55 (11), 30–32.
Savage, M. (
2007).
Changing social class identities in post-war Britain: perspectives from mass-observation.
Sociological Research Online 12 (3);
www.socresonline.org.uk/12/3/6.html (Accessed December 2011).
Scheerens, J. & Bosker, R. (1997). The foundations of educational effectiveness. Oxford: Pergamon.
Schoon, I. (2001). Teenage job aspirations and career attainment in adulthood: a 17-year follow-up study of teenagers who aspired to become scientists, health professionals, or engineers. International Journal of Behavioural Development 25 (2), 124–132.
Schoon, I. (2006). Risk and Resilience: adaptations in changing times. Cambridge University Press.
Schweinhart, L.J. & Weikart, D.P. (1997). The High/Scope pre-school curriculum comparison through age 23. Early Childhood Research Quarterly 12, 117–143.
Scott, D. (2007). Resolving the quantitative-qualitative dilemma: a critical realist approach. International Journal of Research & Method in Education 30 (1), 3–17.
Scott, K. & Carran, D. (1989). Identification and referral of handicapped infants. In M.C. Wang, M.C. Reynolds & H.J. Walberg (eds.), Handbook of special education research and practice. Volume III: Low incidence conditions (pp. 227–241). Oxford: Pergamon Press.
Sharp, C., George, N., Sargent, C., O’Donnell, S. & Heron, M. (2009). International thematic probe: the influence of relative age on learner attainment and development. Slough: National Foundation for Educational Research.
Sheldon, S.B. & Epstein, J.L. (2005). Involvement counts: family and community partnerships and mathematics achievement. The Journal of Educational Research 98 (4), 196–206.
Sigel, I.E. (1992). The belief-behavior connection: a resolvable dilemma? In I.E. Sigel, A.V. McGillicuddy-DeLisi & J.J. Goodnow (eds.), Parental belief systems: the psychological consequences for children (2nd edition) (pp. 433–455). Hillsdale, NJ: Lawrence Erlbaum.
Siraj-Blatchford, I. (2010a). Learning in the home and at school: how working- class children ‘succeed against the odds’. British Educational Research Journal 36 (3), 463–428.
Siraj-Blatchford, I. (2010b). Mixing methods in early childhood research: moving beyond the quantitative, qualitative divide. In G. MacNaughton, S. Rolfe and I. Siraj-Blatchford (eds.), Doing early childhood research: international perspectives on theory and practice (2nd edn) (pp. 193–208). Sydney: Allen & Unwin; Buckingham and Philadelphia: Open University Press.
Siraj-Blatchford, I. & Mayo, A.Y. (eds.) (2012). Early childhood education. Sage library of educational thought and practice. London: Sage.
Siraj-Blatchford, I. & Siraj-Blatchford, J. (2009). Improving children’s attainment through a better quality of family-based support for early learning. Early Years Knowledge Review 2. London: Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO).
Siraj-Blatchford, I. & Sylva, K. (2004). Researching pedagogy in English pre-schools. British Educational Research Journal 30 (5), 713–730.
Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R. & Bell, D. (2002). Researching Effective Pedagogy in the Early Years (REPEY). London: Department for Education and Skills/Institute of Education, University of London.
Siraj-Blatchford, I., Sylva, K., Taggart, B., Sammons, P., Melhuish, E.C. & Elliot, K. (2003). The Effective Provision of Pre-School Education (EPPE) project. Technical paper 10: Intensive case studies of practice across the foundation stage. London: DfES/Institute of Education, University of London.
Siraj-Blatchford, I., Sammons, P., Taggart, B., Sylva, K. & Melhuish, E. (2006). Educational research and evidence-based policy: the mixed-method approach of the EPPE project. Evaluation of Research in Education 19 (2), 63–82.
Siraj-Blatchford, I., Siraj-Blatchford, J., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Hunt., S. (2007). How low-SES families support children’s learning at home: promoting equality in the early years (part 3). The EPPE 3–11 research team report to the Equalities Review. London: The Cabinet Office.
Siraj-Blatchford, I., Mayo, A.Y., Melhuish, E.C., Taggart, B., Sammons, P. & Sylva, K. (2011a). Performing against the odds: developmental trajectories of children in the EPPSE 3–16 study. London: Department for Education/Institute of Education, University of London.
Siraj-Blatchford, I., Shepherd, D.L., Sylva, K., Melhuish, E., Sammons, P. & Taggart, B. (2011b). The Effective Pre-School, Primary and Secondary Education project (EPPSE): Effective Primary Pedagogical Strategies in English and Maths (EPPSEM) in Key Stage 2 study. London: DCSF/Institute of Education, University of London.
Siraj-Blatchford, I., Mayo, A., Melhuish, E., Taggart, B., Sammons, P. & Sylva, K. (2013). The learning life-course of ‘at risk’ children aged 3–16: perceptions of students and parents about ‘succeeding against the odds’. Scottish Educational Review 45 (2), 5–17.
Siraj-Blatchford, I., Taggart, B., Sammons, P., Melhuish, E. & Sylva, K. (2014). Effective teachers in primary schools: key research on pedagogy and children’s learning. Stoke on Trent: Trentham Books.
Smith, J. & Heshusius, L. (1986). Closing down the conversation: the end of the quantitative–qualitative debate among educational researchers. Educational Researcher 15 (4), 4–12.
Smith, M.W. & Dickinson, D.K. (1994). Describing oral language opportunities and environments in Head Start and other pre-school classrooms. Early Childhood Research Quarterly 9, 345–366.
Sonnenschein, A. & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly 17 (3), 318–337.
Soucacou, E. P. & Sylva, K. (2010). Developing observation instruments and arriving at inter-rater reliability for a range of contexts and raters: the Early Childhood Environment Rating Scales. In G. Walford, E. Tucker & M. Viswanathan (eds.), The Sage handbook of measurement: how social scientists generate, modify, and validate indicators and scales (pp. 61–86). London: Sage Publications.
Steinberg, L. (2001). We know some things: parent-adolescent relationships in retrospect and prospect. Journal of Research on Adolescence 11 (1), 1–19.
Steinberg, L. & Morris, A.S. (2001). Adolescent development. Annual Review of Psychology 52, 83–110.
Steinberg, L., Mounts, N.S., Lamborn, S.D. & Dornbusch, S.M. (1991). Authoritative parenting and adolescent adjustment across varied ecological niches. Journal of Research on Adolescence 1 (1), 19–36.
Stipek, D.J. (2001). Pathways to constructive lives: the importance of early school success. In A. Bohart & D. Stipek (eds.), Constructive and destructive behavior: implications for family, school, and society (pp. 291–316). Washington, DC: American Psychological Association.
Stoolmiller, M., Patterson, G.R. & Snyder, J. (2000). Parental discipline and child antisocial behaviour: a contingency-based theory and some methodological refinements. Psychological Inquiry 8, 223–229.
Stryker, S. (2008). From mead to a structural symbolic interactionism and beyond. Annual Review of Sociology 34, 15–31.
Sylva, K., Siraj-Blatchford, I. & Taggart, B. (2003). Assessing quality in the early years: Early Childhood Environment Rating Scale Extension (ECERS-E): four curricular subscales. Stoke-on Trent: Trentham Books.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2004). The Effective Provision of Pre-school Education (EPPE) project: final report. London: DfES/Institute of Education, University of London.
Sylva, K., Siraj-Blatchford, I., Taggart, B., Sammons, P., Melhuish, E., Elliot, K. & Totsika, V. (2006). Capturing quality in early childhood through environmental rating scales. Early Childhood Research Quarterly 21, 76–92.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2007). The EPPE 3–11 research team promoting equality in the early years: report to the Equalities Review. London: The Cabinet Office.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2008). Final Report from the primary phase: pre-school, school and family influences on children’s development during Key Stage 2 (7–11). DCSF RR 061. Nottingham: DCSF.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2010). Early childhood matters: evidence from the Effective Pre-school and Primary Education project. London: Routledge.
Sylva, K., Melhuish, E.C., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2012). Effective Pre-school, Primary and Secondary Education 3–14 project (EPPSE 3–14) – final report from the Key Stage 3 phase: influences on students’ development from age 11–14. DfE RR 202. London: Department for Education.
Taggart, B., Sammons, P., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford, I. et al. (2006). Early identification of special needs and the definition of ‘at risk’: the Early Years Transition and Special Education Needs (EYTSEN) project. British Journal of Special Education 33 (1), 40–45.
Tashakkori, A. & Teddlie, C. (eds.) (2003). Handbook of mixed methods in social and behavioural research. Thousand Oaks, CA: Sage.
Teddlie, C. & Reynolds, D. (2000). The international handbook of school effectiveness research. London: Falmer Press.
Teddlie, C. & Stringfield, S. (1993). Schools make a difference: lessons learned from a 10-year study of school effects. New York: Teachers College Press.
Thomas, A. & Chess, S. (1977). Temperament and development. New York: Brunner/Mazel.
Tizard, B. & Hughes, M. (1984). Children learning at home and in school. London: Fontana.
Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.
Tomasello, M. (2001). Cultural transmission: a view from chimpanzees and human infants. Journal of Cross-Cultural Psychology 32 (2), 135–146.
Trevarthen, C. & Aitken, K.J. (2001). Infant intersubjectivity: research, theory, and clinical applications. Journal of Child Psychology and Psychiatry 42 (1), 3–48.
Tudge, J.R.H. (2008). The everyday lives of young children: culture, class, and childrearing in diverse societies. New York: Cambridge University Press.
Tudge, J.R.H., Gray, J. & Hogan, D. (1997). Ecological perspectives in human development: a comparison of Gibson and Bronfenbrenner. In J. Tudge, M. Shanahan & J. Valsiner (eds.), Comparisons in human development: understanding time and context (pp. 72–105). New York: Cambridge University Press.
Tudge, J.R.H., Odero, D.A., Hogan, D.M. & Etz, K.E. (2003). Relations between the everyday activities of pre-schoolers and their teachers’ perceptions of their competence in the first year of school. Early Childhood Research Quarterly 18, 42–64.
Tudge, J.R.H., Doucet, F., Odero, D.A., Sperb, T.M., Piccinini, C.A. & Lopes, R.S. (2006). A window into different cultural worlds: young children’s everyday activities in the United States, Brazil, and Kenya. Child Development 77 (5), 1446–1469.
Tudge, J.R.H., Mokrove, I., Hatfield, B.E. & Karnik, R.B. (2009). Uses and misuses of Bronfenbrenner’s bioecological theory of human development. Journal of Family Theory & Review 1, 198–210.
Turkheimer, E., Haley, A., D’Onofrio, B., Waldron, M. & Gottesman, I.I. (2003). Socioeconomic status modifies heritability of IQ in young children. Psychological Science 14 (6), 623–628.
UNDP Human development report 2010. The real wealth of nations: pathways to human development. 20th anniversary edition. New York: United Nations Development Programme.
Ungar, M. (2004). A constructionist discourse on resilience: multiple contexts, multiple realities among at-risk children and youth. Youth Society 35, 341–365.
Van der Werf, G. (2006). General and differential effects of constructivist teaching. Keynote presentation at the annual meeting of the International Congress for School Effectiveness and Improvement, Florida, 3–6 January 2006.
Vincent, C. & Ball, S.J. (2006). Childcare, choice and class practices: middle-class parents and their children. London: Routledge.
Wa Wong, S. & Hughes, J.N. (2006). Ethnicity and language contributions to dimensions of parent involvement. School Psychology Review 35 (4), 645–662.
Weizman, Z.O. & Snow, C.E. (2001). Lexical input as related to children’s vocabulary acquisition: effects of sophisticated exposure and support for meaning. Developmental Psychology 37 (2), 265–279.
Willis, P.E. (1977). Learning to labour: how working-class kids get working-class jobs. Farnborough: Saxon House.
Wood, D. (1986). Aspects of teaching and learning. In M. Richards & P. Light (eds.), Children of social worlds. Cambridge: Polity Press.
