Publications by category
Books
Sylva K, Sammons P, Taggart B, Siraj-Blatchford I, Melhuish E, Hall J (2006).
Tracking Children with SEN Through the Early Years can Education Make a Difference?. Leicester, British Psychology Society.
Abstract:
Tracking Children with SEN Through the Early Years can Education Make a Difference?
Abstract.
Journal articles
Hall J, Lindorff A (In Press). Children’s transition to school: Relationships between preschool attendance, cortisol patterns, and effortful control.
The Educational and Developmental PsychologistAbstract:
Children’s transition to school: Relationships between preschool attendance, cortisol patterns, and effortful control
Aims: to determine whether distinct trends can exist in children’s diurnal cortisol slopes as they transition to school, and the extent to which these trends relate to preschool attendance and/or exerted effortful control.
Method: a secondary analysis of the anonymized data gathered for the UK Transition to School Study was carried out. 105 children were studied over a twelve-month period during transition to school at mean age 55 months. Children’s diurnal cortisol slopes were measured as the difference between average Salivary Cortisol Concentrations (SCC) sampled at waking and early evening over two days at each of three measurement time points: 4 months before, 2 weeks after, and 6 months after school entry. Children’s effortful control was measured at 2 weeks after school entry using the parent-administered Child Behavior Questionnaire. Parental questionnaires recorded the duration children spent in preschool (months; days p/w; hours p/w), and four background characteristics: child gender, parental co-habitation, responding parent’s age, and responding parent’s level of education.
Findings: Latent Class Growth Analysis suggested two distinct trends in diurnal cortisol slopes during children’s transition to school: Thirty-nine percent of children demonstrated flatter diurnal cortisol slopes. These children were likely to have spent fewer hours per week in preschool, and were likely to exert less effortful control two weeks after transitioning to school. These associations underscore the importance of continuity in children’s daily routines as they transition to school. Implications are discussed concerning school readiness and the effectiveness of early interventions.
Abstract.
Full text.
Herrero Romero R, Hall J, Cluver L (2019). Exposure to violence, teacher support, and school delay amongst adolescents in South Africa.
British Journal of Educational Psychology,
89(1), 1-21.
Abstract:
Exposure to violence, teacher support, and school delay amongst adolescents in South Africa
© 2018 the British Psychological Society Background: Many adolescents in South Africa are exposed to multiple types of violence, socio-economic disadvantage, and low-quality education: all risk factors for educational outcomes including school delay (grade enrolment below that which is age-appropriate). Supportive teacher–student relationships are known to be associated with improved academic outcomes in high-income contexts. Aims: to investigate whether the academic and emotional support provided by teachers can protect against school delay for adolescents exposed to multiple types of violence and socio-economic disadvantage in South Africa. Sample: High-risk sample of 503 adolescents aged 10–18 exposed to multiple types of violence and socio-economic disadvantage at home, in school, and in their communities. Methods: Multilevel aggregated structural equation modelling was applied to pre/post-RCT data. This investigated whether associations between adolescent exposure to violence and school delay could be lessened by having teachers who were academically and/or emotionally supportive. Results: More frequent exposure to ‘poly-violence’ and receiving more emotional support from teachers were independently associated with greater school delay. On the contrary, higher academic support from teachers was associated with lower school delay. Neither academic nor emotional teacher support was found to moderate the relationship between more frequent exposure to ‘poly-violence’ and an increased risk of adolescent school delay. Conclusion: Adolescents’ academic support from teachers is low in poorly resourced school contexts in South Africa. School-based secondary prevention programmes assisting teachers with more training and academic support in deprived contexts have potential to reduce the impact of violence and socio-economic disadvantage on adolescents’ school delay.
Abstract.
Herrero Romero R, Hall J, Cluver L, Meinck F (2018). Can supportive parenting protect against school delay amongst violence-exposed adolescents in South Africa?.
Child Abuse and Neglect,
78, 31-45.
Abstract:
Can supportive parenting protect against school delay amongst violence-exposed adolescents in South Africa?
© 2017 Elsevier Ltd Exposure to multiple forms of violence is common amongst adolescents from socioeconomically disadvantaged communities in South Africa. Adolescents’ exposure to violence at home, in school and in their communities can lead to detrimental outcomes in education. In particular, adolescents who are more frequently exposed to multiple forms of violence are at risk of school delay. This paper investigates the potential for supportive parenting to protect against adolescents’ school delay in this context. With this aim, this paper applies structural equation modelling to a sample of 503 adolescents exposed to multiple forms of violence from 40 socioeconomically disadvantaged communities. Adolescents’ self-report data on child abuse in the family, school and community, and adolescents’ perceptions of positive parenting, consistent discipline, good monitoring, parental involvement and social support were analyzed. Results showed that perceptions of more positive parenting and consistent discipline moderated the relationship between more frequent exposure to multiple forms of violence and school delay. Our findings suggest that supportive parenting has the potential to protect against school delay for poly-victimized adolescents in South Africa.
Abstract.
Herrero Romero R, Hall J, Cluver L, Meinck F, Hinde E (2018). How Does Exposure to Violence Affect School Delay and Academic Motivation for Adolescents Living in Socioeconomically Disadvantaged Communities in South Africa?.
Journal of Interpersonal ViolenceAbstract:
How Does Exposure to Violence Affect School Delay and Academic Motivation for Adolescents Living in Socioeconomically Disadvantaged Communities in South Africa?
© 2018, the Author(s) 2018. To date, little is known about the effects of violence on the educational outcomes of adolescents in disadvantaged communities in South Africa. In response, self-report data were collected from a socioeconomically disadvantaged sample of 503 adolescents aged 10 to 18 participating in a child abuse prevention trial in the Eastern Cape. Adolescents were purposively selected in the trial. This study applies Latent Profile Analysis (LPA) to examine relationships between past-month exposure to violence, school delay, and academic motivation. About 93.8% of adolescents in the sample experienced poly-violence—exposure to at least two forms of violence in the past month. Results identified two distinct profiles in the socioeconomically disadvantaged sample: Profile 1, adolescents exposed to more frequent poly-violence, and Profile 2, adolescents exposed to less frequent poly-violence. Being exposed to more frequent poly-violence was associated with greater risk of school delay—based on age-appropriate grade in South Africa. However, being exposed to more frequent poly-violence was not associated with lower academic motivation—adolescents showed high rates of wanting to achieve. Our findings suggest that exposure to more frequent poly-violence increases risk of school delay among adolescents from disadvantaged communities, while not affecting their academic motivation. Thus, although adolescents maintained aspirations and goals to do well at school, exposure to high frequency of violence affected their capacity to fulfill these aims.
Abstract.
Romero RH, Hall J, Cluver L, Steinert J (2018). Socioeconomically disadvantaged adolescents and educational delay in two provinces in south africa: Impacts of personal, family and school characteristics.
Education as Change,
22(1).
Abstract:
Socioeconomically disadvantaged adolescents and educational delay in two provinces in south africa: Impacts of personal, family and school characteristics
© 2018, Unisa Press. All rights reserved. No quantitative studies to date have specifically focused on the risk and protective factors for the educational resilience of socioeconomically disadvantaged adolescents who are not of compulsory school age in South Africa. This study compares the educational delay of 599 black adolescents aged 16 to 18 from socioeconomically disadvantaged communities in Western Cape and Mpumalanga to nationally and provincially representative estimates in South Africa. The paper also explores predictors for educational delay by comparing out-of-school adolescents (n = 64), and adolescents who are at least one year behind in school (n = 380), with adolescents in the age-appropriate grade or higher (n = 155). Risk factors for being behind included the following: male gender, past grade repetition, rural location and larger school size. Risk factors for being out of school were the following: past grade repetition, previous concentration problems at school, household poverty, and food insecurity. Protective factors for being in the age-appropriate grade included the following: living with biological caregivers, access to school counselling and attending schools in wealthier communities.
Abstract.
Winsper C, Hall J, Strauss VY, Wolke D (2017). Aetiological pathways to Borderline Personality Disorder symptoms in early adolescence: childhood dysregulated behaviour, maladaptive parenting and bully victimisation.
Borderline Personal Disord Emot Dysregul,
4Abstract:
Aetiological pathways to Borderline Personality Disorder symptoms in early adolescence: childhood dysregulated behaviour, maladaptive parenting and bully victimisation.
BACKGROUND: Developmental theories for the aetiology of Borderline Personality Disorder (BPD) suggest that both individual features (e.g. childhood dysregulated behaviour) and negative environmental experiences (e.g. maladaptive parenting, peer victimisation) may lead to the development of BPD symptoms during adolescence. Few prospective studies have examined potential aetiological pathways involving these two factors. METHOD: We addressed this gap in the literature using data from the Avon Longitudinal Study of Parents and Children (ALSPAC). We assessed mother-reported childhood dysregulated behaviour at 4, 7 and 8 years using the Strengths and Difficulties Questionnaire (SDQ); maladaptive parenting (maternal hitting, punishment, and hostility) at 8 to 9 years; and bully victimisation (child and mother report) at 8, 9 and 10 years. BPD symptoms were assessed at 11 years using the UK Childhood Interview for DSM-IV BPD. Control variables included adolescent depression (assessed with the Short Moods and Feelings Questionnaire-SMFQ) and psychotic symptoms (assessed with the Psychosis-Like Symptoms Interview-PLIKS) at 11 to 14 years, and mother's exposure to family adversity during pregnancy (assessed with the Family Adversity Scale-FAI). RESULTS: in unadjusted logistic regression analyses, childhood dysregulated behaviour and all environmental risk factors (i.e. family adversity, maladaptive parenting, and bully victimisation) were significantly associated with BPD symptoms at 11 years. Within structural equation modelling controlling for all associations simultaneously, family adversity and male sex significantly predicted dysregulated behaviour across childhood, while bully victimisation significantly predicted BPD, depression, and psychotic symptoms. Children displaying dysregulated behaviour across childhood were significantly more likely to experience maladaptive parenting (β = 0.075, p
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Author URL.
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Crampton A, Hall J (2017). Unpacking Socioeconomic Risks for Reading and Academic Self-Concept in Primary School: Differential Effects and the Role of the Preschool Home Learning Environment.
British Journal of Educational PsychologyAbstract:
Unpacking Socioeconomic Risks for Reading and Academic Self-Concept in Primary School: Differential Effects and the Role of the Preschool Home Learning Environment
Background: Uncertainty remains concerning how children’s reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments.
Aims: to contrast the impacts of early socioeconomic risks and preschool home learning environments upon British children’s reading abilities and academic self-concept between 7-10 years.
Sample: n=3,172 British children aged 3-10 years and their families.
Methods: a secondary analysis of the nationally-representative UK EPPE database. Multilevel Structural Equation Modelling calculated the direct, indirect, and total impacts of early socioeconomic risks (0-3 years) and preschool home learning environments (3-5 years) upon children’s reading ability and academic self-concept between 7-10 years.
Results:. Early socioeconomic risk had different effects upon children’s reading ability and academic self-concept. Early socioeconomic risks affected children’s reading at ages 7 and 10 both directly and indirectly via effects upon preschool home learning environments. By contrast, early socioeconomic risks had only indirect effects upon children’s academic self-concept via less stimulating home learning environments in the preschool period and by limiting reading abilities early on in primary school.
Conclusions:. Although the impacts of early socioeconomic risks are larger and more easily observed upon reading than upon academic self-concept they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period. This has implications for social policy makers, early educators, and interventionists. Intervening early and improving preschool home learning environments can do more than raise children’s reading abilities; secondary benefits may also be achievable upon children’s self-concept.
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Hall J, Sammons P, Sylva K, Evangelou M, Eisenstadt N, Smith T, Smith G (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres.
BMJ, i897-i897.
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Hall J, Eisenstadt N, Sylva K, Smith T, Sammons P, Smith G, Evangelou M, Goff J, Tanner E, Agur M, et al (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012.
Oxford Review of Education,
41(1), 89-104.
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Collie RJ, Martin AJ, Malmberg L-E, Hall J, Ginns P (2015). Academic buoyancy, student's achievement, and the linking role of control: a cross-lagged analysis of high school students.
British Journal of Educational Psychology,
85(1), 113-130.
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Chiorri C, Hall J, Casely-Hayford J, Malmberg L-E (2015). Evaluating Measurement Invariance Between Parents Using the Strengths and Difficulties Questionnaire (SDQ).
Assessment,
23(1), 63-74.
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Turner-Cobb JM, Hall J (2015). Physiological resilience in children with daycare history:cortisol, effortful-control and demographic moderators.
Psychosomatic Medicine,
78(3, A-86).
Abstract:
Physiological resilience in children with daycare history:cortisol, effortful-control and demographic moderators
Published Conference Proceedings of the 73rd Annual Meeting of the American Psychosomatic Society (APS) in Savannah Georgia
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Martin AJ, Ginns P, Brackett MA, Malmberg L-E, Hall J (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships.
Learning and Individual Differences,
27, 128-133.
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Malmberg L-E, Hall J, Martin AJ (2013). Academic buoyancy in secondary school: Exploring patterns of convergence in English, mathematics, science, and physical education.
Learning and Individual Differences,
23, 262-266.
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Hall J, Sylva K, Sammons P, Melhuish E, Siraj-Blatchford I, Taggart B (2013). Can preschool protect young children’s cognitive and social development? Variation by center quality and duration of attendance.
School Effectiveness and School Improvement,
24(2), 155-176.
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Sammons P, Anders Y, Hall J (2013). Educational effectiveness approaches in early childhood research across Europe.
School Effectiveness and School Improvement,
24(2), 131-137.
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Wolke D, Jaekel J, Hall J, Baumann N (2013). Effects of Sensitive Parenting on the Academic Resilience of Very Preterm and Very Low Birth Weight Adolescents.
Journal of Adolescent Health,
53(5), 642-647.
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Sammons P, Hall J, Sylva K, Melhuish E, Siraj-Blatchford I, Taggart B (2013). Protecting the development of 5–11-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness.
School Effectiveness and School Improvement,
24(2), 251-268.
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Hall J, Wolke D (2012). A comparison of prematurity and small for gestational age as risk factors for age 6–13year emotional problems.
Early Human Development,
88(10), 797-804.
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Hall J, Jaekel J, Wolke D (2012). Gender distinctive impacts of prematurity and small for gestational age (SGA) on age-6 attention problems.
Child and Adolescent Mental Health,
17(4), 238-245.
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Wolke D, Winsper C, Hall J (2012). P-948 - Dysregulated behaviour in childhood and borderline personality disorder symptoms at 11 years: a test of the biosocial developmental model.
European Psychiatry,
27, 1-1.
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Hall JE, Sammons P, Sylva K, Melhuish E, Taggart B, Siraj-Blatchford I, Smees R (2010). Measuring the combined risk to young children's cognitive development: an alternative to cumulative indices.
British Journal of Developmental Psychology,
28(2), 219-238.
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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.
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Chapters
Evangelou M, Goff J, Sylva K, Sammons P, Smith T, Hall JE, Eisenstadt N (2017). Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities. In Cabrera NJ, Leyendecker B (Eds.)
Handbook on Positive Development of Minority Children and Youth, Springer International Publishing, 455-470.
Abstract:
Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities
Abstract.
Hall J, Sammons P (2013). Mediation, Moderation & Interaction:. Definitions, Discrimination & (Some) Means of Testing. In (Ed)
Handbook of Quantitative Methods for Educational Research, SensePublishers, 267-286.
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Mediation, Moderation & Interaction:. Definitions, Discrimination & (Some) Means of Testing
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Hall J, Sammons P (2013). Mediation, moderation & interaction: Definitions, discrimination & (some) means of testing. In (Ed) Handbook of Quantitative Methods for Educational Research, 267-286.
Flouri E, Hall J (2009). Adverse life events and adolescent psychopathology: father’s and mother’s parenting as mediators. In Malikiosi-Loizos M, Papastylianou A (Eds.) Counselling psychology for men, Athens, Greece: Hellenica Grammata, 127-150.
Bynner J, Wadsworth M, Godlstein H, Maughan B, Purdon S, Michael R, Sylva K, Hall J (2007). Cognitive Development and Education Outcomes. In Bynner J, Wadsworth M, Goldstein H, Maughan B, Purdon S, Michael R (Eds.) Scientific case for a new birth cohort study: Report to the Research Resources Board of the Economic and Social Research Council, London: Longview UK.
Conferences
Romero RH, Cluver L, Hall J, Steinert JI (2017). Disadvantaged adolescents and educational delay in South Africa: Impacts of personal, family and school characteristics. Comparative and International Education Society (CIES), 61st Annual Meeting. 5th - 9th Mar 2017.
Sammons P, Hall J, Smees R, Sylva K, Goff J (2016). Combatting Disadvantage in the Early Years: Evaluating the impact of Children’s Centres in promoting better outcomes for children, parents and families in England. European Association for Research on Learning and Instruction (EARLI) SIG 18 “Educational Effectiveness”. 28th - 30th Sep 2016.
Sylva K, Sammons P, Hall J, Smees R, Smith T, Evangelou M, Goff J, Eisenstadt N (2016). Evaluating Children’s Centres in England: Impact on Children, Parents and Families. European Association for Research on Learning and Instruction (EARLI) SIG5 "Learning and Development in Early Childhood". 29th Jun - 1st Jul 2016.
Martin AJ, Collie RJ, Malmberg L-E, Hall J, Ginns P (2015). A Longitudinal Analysis of Academic Buoyancy, Achievement, and Control. Annual Meeting of the American Educational Research Association (AERA). 16th - 20th Apr 2015.
Evangelou M, Sammons P, Goff J, Hall J, Sylva K, Smith T, Smith G, Eisenstadt N, Smees R (2015). The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention. European Association for Research on Learning and Instruction (EARLI) SIG18 "Educational Effectiveness". 25th - 29th Aug 2015.
Malmberg L-E, Hall J, Martin AJ (2013). Academic buoyancy in secondary school: Exploring patterns of convergence in english, mathematics, science, and physical education. Annual Meeting of the American Educational Research Association (AERA). 27th Apr - 1st May 2013.
Martin AJ, Ginns P, Brackett M, Malmberg L-E, Hall J (2013). Reciprocal links between academic buoyancy and psychological risk. American Psychological Association (APA), 121st Annual Convention. 31st Jul - 4th Aug 2013.
Hall J, Jaekel J, Wolke D, Baumann N (2012). More stimulating parenting may protect against schooling problems in preterm & low birth weight children. Pediatric Academic Societies (PAS) Annual Meeting. 28th Apr - 1st May 2012.
Sammons P, Hall J, Sylva K, Melhuish E, Siraj-Blatchford I, Taggart B (2012). Protecting the development of 5-11 year olds from the impacts of early disadvantage:. The Role of Primary School Academic Effectiveness. European Association for Research on Learning and Instruction (EARLI) SIG 18 “Educational Effectiveness”. 29th - 31st Aug 2012.
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Hall J, Sylva K, Melhuish E, Sammons P, Siraj-Blatchford I, Taggart B, Welcomme W (2008). Can pre-school protect?: Factors related to resilience in the development of pre-schoolers. British Educational Research Association (BERA) Annual Conference. 6th - 6th Sep 2008.
Sylva K, Hall J (2008). The role of pre-school and primary education in protecting against developmental risk. the Longview Conference:. Escape from Disadvantage. 3rd - 3rd Oct 2008.
Reports
Sammons P, Sylva K, Hall J, Siraj I, Melhuish E, Taggart B, Mathers S (2017).
Establishing the Effects of Quality in Early Childhood: Comparing Evidence from England. London, Early Education.
Abstract:
Establishing the Effects of Quality in Early Childhood: Comparing Evidence from England
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Hall J, Lindorff A, Sammons P (2016).
Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England. Oxford University Press, Oxford, Oxford University Press.
Abstract:
Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England
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Strand S, Malmberg L, Hall J (2015).
English as an Additional Language (EAL) and educational achievement in England: an analysis of the National Pupil Database. London, Education Endowment Foundation.
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Sylva K, Goff J, Hall J, Eisenstadt N, Smith T, Evangelou M, Smith G, Sammons P (2015).
Evaluation of Children’s Centres in England (ECCE). Strand 3: the Organisation, Services and Reach of Children’s Centres in England. London, Department for Education.
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Sammons P, Smees R, Hall J, Goff J, Sylva K, Smith T, Evangelou M, Eisenstadt N, Smith G (2015).
Evaluation of Children’s Centres in England (ECCE). Strand 4: Managing change and resourcing for Children’s Centres. London, Department for Education.
Full text.
Sammons P, Hall J, Smees R, Goff J, Sylva K, Smith T, Evangelou M, Eisenstadt N, Smith G (2015).
Evaluation of Children’s Centres in England (ECCE). Strand 4: the Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. London, Department for Education.
Full text.
Evangelou M, Goff J, Hall J, Sylva K, Eisenstadt N, Paget C, Davis S, Sammons P, Smith T, Tracz R, et al (2014).
Evaluation of Children’s Centres in England (ECCE). Strand 3: Parenting Services in Children’s Centres. London, Department for Education.
Full text.
Maisey R, Speight S, Haywood S, Hall J, Sammons P, Hussey D, Goff J, Evangelou M, Sylva K (2013).
Evaluation of Children’s Centres in England (ECCE). Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas. London, Department for Education.
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Goff J, Hall J, Sylva K, Smith T, Smees R, Smith G, Eisenstadt N, Sammons P, Chu K (2013).
Evaluation of Children’s Centres in England (ECCE). Strand 3: Delivery of Family Services by Children’s Centres. London, Department for Education.
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Tanner E, Agur M, Hussey D, Hall J (2012).
Evaluation of Children’s Centres in England (ECCE). Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London, Department for Education.
Full text.
Karemaker A, Mathers S, Hall J, Sylva K, Clemens S (2011).
Evaluation of the Graduate Leader Fund: Factors relating to quality: findings from the baseline study. London, Department for Education.
Full text.
Sammons P, Smees R, Good J, Sylva K, Hall J (2011).
Leadership development resources for children’s centre staff: Children’s centre leaders' questionnaire. Nottingham, National College for School Leadership.
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Sammons P, Smees R, Good J, Sylva K, Hall J (2011).
Leadership development resources for children’s centre staff: Senior leadership team questionnaire (not centre leader). Nottingham, National College for School Leadership.
Full text.
Hall J (2006).
Rates of Return: What are 16-17 year-olds doing?. Nuffield Review of 14-19 Education and Training, Oxford, Nuffield Review of 14-19 Education and Training.
Abstract:
Rates of Return: What are 16-17 year-olds doing?
Abstract.
Full text.
Publications by year
In Press
Hall J, Lindorff A (In Press). Children’s transition to school: Relationships between preschool attendance, cortisol patterns, and effortful control.
The Educational and Developmental PsychologistAbstract:
Children’s transition to school: Relationships between preschool attendance, cortisol patterns, and effortful control
Aims: to determine whether distinct trends can exist in children’s diurnal cortisol slopes as they transition to school, and the extent to which these trends relate to preschool attendance and/or exerted effortful control.
Method: a secondary analysis of the anonymized data gathered for the UK Transition to School Study was carried out. 105 children were studied over a twelve-month period during transition to school at mean age 55 months. Children’s diurnal cortisol slopes were measured as the difference between average Salivary Cortisol Concentrations (SCC) sampled at waking and early evening over two days at each of three measurement time points: 4 months before, 2 weeks after, and 6 months after school entry. Children’s effortful control was measured at 2 weeks after school entry using the parent-administered Child Behavior Questionnaire. Parental questionnaires recorded the duration children spent in preschool (months; days p/w; hours p/w), and four background characteristics: child gender, parental co-habitation, responding parent’s age, and responding parent’s level of education.
Findings: Latent Class Growth Analysis suggested two distinct trends in diurnal cortisol slopes during children’s transition to school: Thirty-nine percent of children demonstrated flatter diurnal cortisol slopes. These children were likely to have spent fewer hours per week in preschool, and were likely to exert less effortful control two weeks after transitioning to school. These associations underscore the importance of continuity in children’s daily routines as they transition to school. Implications are discussed concerning school readiness and the effectiveness of early interventions.
Abstract.
Full text.
2019
Herrero Romero R, Hall J, Cluver L (2019). Exposure to violence, teacher support, and school delay amongst adolescents in South Africa.
British Journal of Educational Psychology,
89(1), 1-21.
Abstract:
Exposure to violence, teacher support, and school delay amongst adolescents in South Africa
© 2018 the British Psychological Society Background: Many adolescents in South Africa are exposed to multiple types of violence, socio-economic disadvantage, and low-quality education: all risk factors for educational outcomes including school delay (grade enrolment below that which is age-appropriate). Supportive teacher–student relationships are known to be associated with improved academic outcomes in high-income contexts. Aims: to investigate whether the academic and emotional support provided by teachers can protect against school delay for adolescents exposed to multiple types of violence and socio-economic disadvantage in South Africa. Sample: High-risk sample of 503 adolescents aged 10–18 exposed to multiple types of violence and socio-economic disadvantage at home, in school, and in their communities. Methods: Multilevel aggregated structural equation modelling was applied to pre/post-RCT data. This investigated whether associations between adolescent exposure to violence and school delay could be lessened by having teachers who were academically and/or emotionally supportive. Results: More frequent exposure to ‘poly-violence’ and receiving more emotional support from teachers were independently associated with greater school delay. On the contrary, higher academic support from teachers was associated with lower school delay. Neither academic nor emotional teacher support was found to moderate the relationship between more frequent exposure to ‘poly-violence’ and an increased risk of adolescent school delay. Conclusion: Adolescents’ academic support from teachers is low in poorly resourced school contexts in South Africa. School-based secondary prevention programmes assisting teachers with more training and academic support in deprived contexts have potential to reduce the impact of violence and socio-economic disadvantage on adolescents’ school delay.
Abstract.
2018
Herrero Romero R, Hall J, Cluver L, Meinck F (2018). Can supportive parenting protect against school delay amongst violence-exposed adolescents in South Africa?.
Child Abuse and Neglect,
78, 31-45.
Abstract:
Can supportive parenting protect against school delay amongst violence-exposed adolescents in South Africa?
© 2017 Elsevier Ltd Exposure to multiple forms of violence is common amongst adolescents from socioeconomically disadvantaged communities in South Africa. Adolescents’ exposure to violence at home, in school and in their communities can lead to detrimental outcomes in education. In particular, adolescents who are more frequently exposed to multiple forms of violence are at risk of school delay. This paper investigates the potential for supportive parenting to protect against adolescents’ school delay in this context. With this aim, this paper applies structural equation modelling to a sample of 503 adolescents exposed to multiple forms of violence from 40 socioeconomically disadvantaged communities. Adolescents’ self-report data on child abuse in the family, school and community, and adolescents’ perceptions of positive parenting, consistent discipline, good monitoring, parental involvement and social support were analyzed. Results showed that perceptions of more positive parenting and consistent discipline moderated the relationship between more frequent exposure to multiple forms of violence and school delay. Our findings suggest that supportive parenting has the potential to protect against school delay for poly-victimized adolescents in South Africa.
Abstract.
Herrero Romero R, Hall J, Cluver L, Meinck F, Hinde E (2018). How Does Exposure to Violence Affect School Delay and Academic Motivation for Adolescents Living in Socioeconomically Disadvantaged Communities in South Africa?.
Journal of Interpersonal ViolenceAbstract:
How Does Exposure to Violence Affect School Delay and Academic Motivation for Adolescents Living in Socioeconomically Disadvantaged Communities in South Africa?
© 2018, the Author(s) 2018. To date, little is known about the effects of violence on the educational outcomes of adolescents in disadvantaged communities in South Africa. In response, self-report data were collected from a socioeconomically disadvantaged sample of 503 adolescents aged 10 to 18 participating in a child abuse prevention trial in the Eastern Cape. Adolescents were purposively selected in the trial. This study applies Latent Profile Analysis (LPA) to examine relationships between past-month exposure to violence, school delay, and academic motivation. About 93.8% of adolescents in the sample experienced poly-violence—exposure to at least two forms of violence in the past month. Results identified two distinct profiles in the socioeconomically disadvantaged sample: Profile 1, adolescents exposed to more frequent poly-violence, and Profile 2, adolescents exposed to less frequent poly-violence. Being exposed to more frequent poly-violence was associated with greater risk of school delay—based on age-appropriate grade in South Africa. However, being exposed to more frequent poly-violence was not associated with lower academic motivation—adolescents showed high rates of wanting to achieve. Our findings suggest that exposure to more frequent poly-violence increases risk of school delay among adolescents from disadvantaged communities, while not affecting their academic motivation. Thus, although adolescents maintained aspirations and goals to do well at school, exposure to high frequency of violence affected their capacity to fulfill these aims.
Abstract.
Romero RH, Hall J, Cluver L, Steinert J (2018). Socioeconomically disadvantaged adolescents and educational delay in two provinces in south africa: Impacts of personal, family and school characteristics.
Education as Change,
22(1).
Abstract:
Socioeconomically disadvantaged adolescents and educational delay in two provinces in south africa: Impacts of personal, family and school characteristics
© 2018, Unisa Press. All rights reserved. No quantitative studies to date have specifically focused on the risk and protective factors for the educational resilience of socioeconomically disadvantaged adolescents who are not of compulsory school age in South Africa. This study compares the educational delay of 599 black adolescents aged 16 to 18 from socioeconomically disadvantaged communities in Western Cape and Mpumalanga to nationally and provincially representative estimates in South Africa. The paper also explores predictors for educational delay by comparing out-of-school adolescents (n = 64), and adolescents who are at least one year behind in school (n = 380), with adolescents in the age-appropriate grade or higher (n = 155). Risk factors for being behind included the following: male gender, past grade repetition, rural location and larger school size. Risk factors for being out of school were the following: past grade repetition, previous concentration problems at school, household poverty, and food insecurity. Protective factors for being in the age-appropriate grade included the following: living with biological caregivers, access to school counselling and attending schools in wealthier communities.
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2017
Winsper C, Hall J, Strauss VY, Wolke D (2017). Aetiological pathways to Borderline Personality Disorder symptoms in early adolescence: childhood dysregulated behaviour, maladaptive parenting and bully victimisation.
Borderline Personal Disord Emot Dysregul,
4Abstract:
Aetiological pathways to Borderline Personality Disorder symptoms in early adolescence: childhood dysregulated behaviour, maladaptive parenting and bully victimisation.
BACKGROUND: Developmental theories for the aetiology of Borderline Personality Disorder (BPD) suggest that both individual features (e.g. childhood dysregulated behaviour) and negative environmental experiences (e.g. maladaptive parenting, peer victimisation) may lead to the development of BPD symptoms during adolescence. Few prospective studies have examined potential aetiological pathways involving these two factors. METHOD: We addressed this gap in the literature using data from the Avon Longitudinal Study of Parents and Children (ALSPAC). We assessed mother-reported childhood dysregulated behaviour at 4, 7 and 8 years using the Strengths and Difficulties Questionnaire (SDQ); maladaptive parenting (maternal hitting, punishment, and hostility) at 8 to 9 years; and bully victimisation (child and mother report) at 8, 9 and 10 years. BPD symptoms were assessed at 11 years using the UK Childhood Interview for DSM-IV BPD. Control variables included adolescent depression (assessed with the Short Moods and Feelings Questionnaire-SMFQ) and psychotic symptoms (assessed with the Psychosis-Like Symptoms Interview-PLIKS) at 11 to 14 years, and mother's exposure to family adversity during pregnancy (assessed with the Family Adversity Scale-FAI). RESULTS: in unadjusted logistic regression analyses, childhood dysregulated behaviour and all environmental risk factors (i.e. family adversity, maladaptive parenting, and bully victimisation) were significantly associated with BPD symptoms at 11 years. Within structural equation modelling controlling for all associations simultaneously, family adversity and male sex significantly predicted dysregulated behaviour across childhood, while bully victimisation significantly predicted BPD, depression, and psychotic symptoms. Children displaying dysregulated behaviour across childhood were significantly more likely to experience maladaptive parenting (β = 0.075, p
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Evangelou M, Goff J, Sylva K, Sammons P, Smith T, Hall JE, Eisenstadt N (2017). Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities. In Cabrera NJ, Leyendecker B (Eds.)
Handbook on Positive Development of Minority Children and Youth, Springer International Publishing, 455-470.
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Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities
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Romero RH, Cluver L, Hall J, Steinert JI (2017). Disadvantaged adolescents and educational delay in South Africa: Impacts of personal, family and school characteristics. Comparative and International Education Society (CIES), 61st Annual Meeting. 5th - 9th Mar 2017.
Sammons P, Sylva K, Hall J, Siraj I, Melhuish E, Taggart B, Mathers S (2017).
Establishing the Effects of Quality in Early Childhood: Comparing Evidence from England. London, Early Education.
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Establishing the Effects of Quality in Early Childhood: Comparing Evidence from England
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Crampton A, Hall J (2017). Unpacking Socioeconomic Risks for Reading and Academic Self-Concept in Primary School: Differential Effects and the Role of the Preschool Home Learning Environment.
British Journal of Educational PsychologyAbstract:
Unpacking Socioeconomic Risks for Reading and Academic Self-Concept in Primary School: Differential Effects and the Role of the Preschool Home Learning Environment
Background: Uncertainty remains concerning how children’s reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments.
Aims: to contrast the impacts of early socioeconomic risks and preschool home learning environments upon British children’s reading abilities and academic self-concept between 7-10 years.
Sample: n=3,172 British children aged 3-10 years and their families.
Methods: a secondary analysis of the nationally-representative UK EPPE database. Multilevel Structural Equation Modelling calculated the direct, indirect, and total impacts of early socioeconomic risks (0-3 years) and preschool home learning environments (3-5 years) upon children’s reading ability and academic self-concept between 7-10 years.
Results:. Early socioeconomic risk had different effects upon children’s reading ability and academic self-concept. Early socioeconomic risks affected children’s reading at ages 7 and 10 both directly and indirectly via effects upon preschool home learning environments. By contrast, early socioeconomic risks had only indirect effects upon children’s academic self-concept via less stimulating home learning environments in the preschool period and by limiting reading abilities early on in primary school.
Conclusions:. Although the impacts of early socioeconomic risks are larger and more easily observed upon reading than upon academic self-concept they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period. This has implications for social policy makers, early educators, and interventionists. Intervening early and improving preschool home learning environments can do more than raise children’s reading abilities; secondary benefits may also be achievable upon children’s self-concept.
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2016
Sammons P, Hall J, Smees R, Sylva K, Goff J (2016). Combatting Disadvantage in the Early Years: Evaluating the impact of Children’s Centres in promoting better outcomes for children, parents and families in England. European Association for Research on Learning and Instruction (EARLI) SIG 18 “Educational Effectiveness”. 28th - 30th Sep 2016.
Hall J, Sammons P, Sylva K, Evangelou M, Eisenstadt N, Smith T, Smith G (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres.
BMJ, i897-i897.
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Sylva K, Sammons P, Hall J, Smees R, Smith T, Evangelou M, Goff J, Eisenstadt N (2016). Evaluating Children’s Centres in England: Impact on Children, Parents and Families. European Association for Research on Learning and Instruction (EARLI) SIG5 "Learning and Development in Early Childhood". 29th Jun - 1st Jul 2016.
Hall J, Lindorff A, Sammons P (2016).
Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England. Oxford University Press, Oxford, Oxford University Press.
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Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England
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2015
Martin AJ, Collie RJ, Malmberg L-E, Hall J, Ginns P (2015). A Longitudinal Analysis of Academic Buoyancy, Achievement, and Control. Annual Meeting of the American Educational Research Association (AERA). 16th - 20th Apr 2015.
Hall J, Eisenstadt N, Sylva K, Smith T, Sammons P, Smith G, Evangelou M, Goff J, Tanner E, Agur M, et al (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012.
Oxford Review of Education,
41(1), 89-104.
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Collie RJ, Martin AJ, Malmberg L-E, Hall J, Ginns P (2015). Academic buoyancy, student's achievement, and the linking role of control: a cross-lagged analysis of high school students.
British Journal of Educational Psychology,
85(1), 113-130.
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Strand S, Malmberg L, Hall J (2015).
English as an Additional Language (EAL) and educational achievement in England: an analysis of the National Pupil Database. London, Education Endowment Foundation.
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Chiorri C, Hall J, Casely-Hayford J, Malmberg L-E (2015). Evaluating Measurement Invariance Between Parents Using the Strengths and Difficulties Questionnaire (SDQ).
Assessment,
23(1), 63-74.
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Sylva K, Goff J, Hall J, Eisenstadt N, Smith T, Evangelou M, Smith G, Sammons P (2015).
Evaluation of Children’s Centres in England (ECCE). Strand 3: the Organisation, Services and Reach of Children’s Centres in England. London, Department for Education.
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Sammons P, Smees R, Hall J, Goff J, Sylva K, Smith T, Evangelou M, Eisenstadt N, Smith G (2015).
Evaluation of Children’s Centres in England (ECCE). Strand 4: Managing change and resourcing for Children’s Centres. London, Department for Education.
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Sammons P, Hall J, Smees R, Goff J, Sylva K, Smith T, Evangelou M, Eisenstadt N, Smith G (2015).
Evaluation of Children’s Centres in England (ECCE). Strand 4: the Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. London, Department for Education.
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Turner-Cobb JM, Hall J (2015). Physiological resilience in children with daycare history:cortisol, effortful-control and demographic moderators.
Psychosomatic Medicine,
78(3, A-86).
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Physiological resilience in children with daycare history:cortisol, effortful-control and demographic moderators
Published Conference Proceedings of the 73rd Annual Meeting of the American Psychosomatic Society (APS) in Savannah Georgia
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Evangelou M, Sammons P, Goff J, Hall J, Sylva K, Smith T, Smith G, Eisenstadt N, Smees R (2015). The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention. European Association for Research on Learning and Instruction (EARLI) SIG18 "Educational Effectiveness". 25th - 29th Aug 2015.
2014
Evangelou M, Goff J, Hall J, Sylva K, Eisenstadt N, Paget C, Davis S, Sammons P, Smith T, Tracz R, et al (2014).
Evaluation of Children’s Centres in England (ECCE). Strand 3: Parenting Services in Children’s Centres. London, Department for Education.
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2013
Martin AJ, Ginns P, Brackett MA, Malmberg L-E, Hall J (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships.
Learning and Individual Differences,
27, 128-133.
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Malmberg L-E, Hall J, Martin AJ (2013). Academic buoyancy in secondary school: Exploring patterns of convergence in English, mathematics, science, and physical education.
Learning and Individual Differences,
23, 262-266.
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Malmberg L-E, Hall J, Martin AJ (2013). Academic buoyancy in secondary school: Exploring patterns of convergence in english, mathematics, science, and physical education. Annual Meeting of the American Educational Research Association (AERA). 27th Apr - 1st May 2013.
Hall J, Sylva K, Sammons P, Melhuish E, Siraj-Blatchford I, Taggart B (2013). Can preschool protect young children’s cognitive and social development? Variation by center quality and duration of attendance.
School Effectiveness and School Improvement,
24(2), 155-176.
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Sammons P, Anders Y, Hall J (2013). Educational effectiveness approaches in early childhood research across Europe.
School Effectiveness and School Improvement,
24(2), 131-137.
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Wolke D, Jaekel J, Hall J, Baumann N (2013). Effects of Sensitive Parenting on the Academic Resilience of Very Preterm and Very Low Birth Weight Adolescents.
Journal of Adolescent Health,
53(5), 642-647.
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Maisey R, Speight S, Haywood S, Hall J, Sammons P, Hussey D, Goff J, Evangelou M, Sylva K (2013).
Evaluation of Children’s Centres in England (ECCE). Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas. London, Department for Education.
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Goff J, Hall J, Sylva K, Smith T, Smees R, Smith G, Eisenstadt N, Sammons P, Chu K (2013).
Evaluation of Children’s Centres in England (ECCE). Strand 3: Delivery of Family Services by Children’s Centres. London, Department for Education.
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Hall J, Sammons P (2013). Mediation, Moderation & Interaction:. Definitions, Discrimination & (Some) Means of Testing. In (Ed)
Handbook of Quantitative Methods for Educational Research, SensePublishers, 267-286.
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Mediation, Moderation & Interaction:. Definitions, Discrimination & (Some) Means of Testing
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Hall J, Sammons P (2013). Mediation, moderation & interaction: Definitions, discrimination & (some) means of testing. In (Ed) Handbook of Quantitative Methods for Educational Research, 267-286.
Sammons P, Hall J, Sylva K, Melhuish E, Siraj-Blatchford I, Taggart B (2013). Protecting the development of 5–11-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness.
School Effectiveness and School Improvement,
24(2), 251-268.
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Martin AJ, Ginns P, Brackett M, Malmberg L-E, Hall J (2013). Reciprocal links between academic buoyancy and psychological risk. American Psychological Association (APA), 121st Annual Convention. 31st Jul - 4th Aug 2013.
2012
Hall J, Wolke D (2012). A comparison of prematurity and small for gestational age as risk factors for age 6–13year emotional problems.
Early Human Development,
88(10), 797-804.
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Tanner E, Agur M, Hussey D, Hall J (2012).
Evaluation of Children’s Centres in England (ECCE). Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London, Department for Education.
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Hall J, Jaekel J, Wolke D (2012). Gender distinctive impacts of prematurity and small for gestational age (SGA) on age-6 attention problems.
Child and Adolescent Mental Health,
17(4), 238-245.
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Hall J, Jaekel J, Wolke D, Baumann N (2012). More stimulating parenting may protect against schooling problems in preterm & low birth weight children. Pediatric Academic Societies (PAS) Annual Meeting. 28th Apr - 1st May 2012.
Wolke D, Winsper C, Hall J (2012). P-948 - Dysregulated behaviour in childhood and borderline personality disorder symptoms at 11 years: a test of the biosocial developmental model.
European Psychiatry,
27, 1-1.
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Sammons P, Hall J, Sylva K, Melhuish E, Siraj-Blatchford I, Taggart B (2012). Protecting the development of 5-11 year olds from the impacts of early disadvantage:. The Role of Primary School Academic Effectiveness. European Association for Research on Learning and Instruction (EARLI) SIG 18 “Educational Effectiveness”. 29th - 31st Aug 2012.
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2011
Karemaker A, Mathers S, Hall J, Sylva K, Clemens S (2011).
Evaluation of the Graduate Leader Fund: Factors relating to quality: findings from the baseline study. London, Department for Education.
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Sammons P, Smees R, Good J, Sylva K, Hall J (2011).
Leadership development resources for children’s centre staff: Children’s centre leaders' questionnaire. Nottingham, National College for School Leadership.
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Sammons P, Smees R, Good J, Sylva K, Hall J (2011).
Leadership development resources for children’s centre staff: Senior leadership team questionnaire (not centre leader). Nottingham, National College for School Leadership.
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2010
Hall JE, Sammons P, Sylva K, Melhuish E, Taggart B, Siraj-Blatchford I, Smees R (2010). Measuring the combined risk to young children's cognitive development: an alternative to cumulative indices.
British Journal of Developmental Psychology,
28(2), 219-238.
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2009
Flouri E, Hall J (2009). Adverse life events and adolescent psychopathology: father’s and mother’s parenting as mediators. In Malikiosi-Loizos M, Papastylianou A (Eds.) Counselling psychology for men, Athens, Greece: Hellenica Grammata, 127-150.
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.
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2008
Hall J, Sylva K, Melhuish E, Sammons P, Siraj-Blatchford I, Taggart B, Welcomme W (2008). Can pre-school protect?: Factors related to resilience in the development of pre-schoolers. British Educational Research Association (BERA) Annual Conference. 6th - 6th Sep 2008.
Sylva K, Hall J (2008). The role of pre-school and primary education in protecting against developmental risk. the Longview Conference:. Escape from Disadvantage. 3rd - 3rd Oct 2008.
2007
Bynner J, Wadsworth M, Godlstein H, Maughan B, Purdon S, Michael R, Sylva K, Hall J (2007). Cognitive Development and Education Outcomes. In Bynner J, Wadsworth M, Goldstein H, Maughan B, Purdon S, Michael R (Eds.) Scientific case for a new birth cohort study: Report to the Research Resources Board of the Economic and Social Research Council, London: Longview UK.
2006
Hall J (2006).
Rates of Return: What are 16-17 year-olds doing?. Nuffield Review of 14-19 Education and Training, Oxford, Nuffield Review of 14-19 Education and Training.
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Rates of Return: What are 16-17 year-olds doing?
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Sylva K, Sammons P, Taggart B, Siraj-Blatchford I, Melhuish E, Hall J (2006).
Tracking Children with SEN Through the Early Years can Education Make a Difference?. Leicester, British Psychology Society.
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Tracking Children with SEN Through the Early Years can Education Make a Difference?
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