Christine Merrell
Biographic Data
| ID | 6154417 |
|---|---|
| NAME | Christine Merrell |
| GIVEN NAMES | Christine |
| FAMILY NAME | Merrell |
| SIGNATURE | MERRELL C |
| AFFILIATIONS | Durham University |
| ORCID | 0000-0001-5757-6252 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Reading to learn? The co-development of mathematics and reading during primary school
Understanding how early reading and mathematics co-develop is important from both theoretical and pedagogical standpoints. Previous research has provided mixed results. This paper investigates the development of reading and mathematics in a longitudinal sample of N = 355,883 students from the United Kingdom (2005–2019) aged 5 to 12 (49% girls). Results indicate a positive relation between the development of the two domains. In addition, a substan…
Absolute effects of schooling as a reference for the interpretation of educational intervention effects
Knowledge of the absolute effects of schooling provides a useful reference for the interpretation of the effectiveness of educational interventions. We use discontinuities in test scores between the oldest pupils in one birth cohort and the youngest in the next to assess the absolute effects of schooling. Our study includes 90 % of all pupils in year-groups 4–6 of primary education (ages 7–10) in Northern Ireland. Assignment to year-groups is str…
Number identification
We make a prima facie case for identifying a single pathway in the learning of Hindu-Arabic numerical symbols and discuss why this ability may be a critical gateway concept in developing mathematical competencies. A representative sample of English and Scottish children was assessed using a number symbol identification paradigm in the Performance Indicators in Primary Schools (PIPS) Baseline assessment at the beginning and end of their first scho…
The progress of pupils in their first school year across classes and educational systems
Educational effectiveness research has identified school membership as being and important factor in relation to academic progress but it has also pointed to the importance of teachers. Additionally, districts have been shown to be of minor importance for progress once key variables are taken into account while data from international studies suggest that countries are important when attainment is studied while controlling for background factors.…
Role models, school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1
A number of countries are running role model recruitment drives under the assumption that like is good for like: ethnic minority teachers should teach ethnic minority children, women should teach girls, and so on. The empirical basis for this would appear to be case study and personal reflection. This article will examine quantitative data to test the hypothesis that male teachers produce more positive attitudes amongst boys and female teachers a…
What Children Know and Can Do When They Start School and How This Varies Between Countries
This large-scale study describes what children know and can do when they start school in Scotland. The description became possible because a third of Scottish Authorities are involved in a single, broadly based, on-entry baseline assessment of children. The study also looked at variations by home background, sex, age and pre-school experience within Scotland. Comparisons were then made with the cognitive development of children starting school in…
The impact of drama on pupils' language, mathematics, and attitude in two primary schools
This article reports on research which examined the impact of The National Theatre's Transformation drama project on young pupils' reading, mathematics, attitude, self-concept and creative writing in primary schools. Two of the schools taking part in Transformation were matched to two Control schools in the first two years of the project. Assessments were administered to all pupils at the start of Year 3 as a basis for comparison at the end of Ye…
Using baseline assessment data to make international comparisons
International studies have concentrated on the achievements of children during or at the end of their schooling. But such data are difficult to interpret without knowing the progress that they have made since they started school. This article argues that the time has come to study the starting points of children as they begin their education. Such a study is doubtless difficult to design and this study reports an analysis of data from a baseline …
Young Deaf Children and the Prediction of Reading and Mathematics
Nearly 1000 deaf children were assessed upon entry to school, aged four and five years, using a broad baseline assessment, and then again one year later in reading and maths. Comparative data were also available for hearing children. These data were used to look at the prediction of the academic achievement of children with varying degrees of hearing loss. Despite past failures at establishing good predictors and despite the apparently very compl…
Inattention, hyperactivity and impulsiveness
Background. Children with Attention Deficit Hyperactivity Disorder (ADHD) have been found to achieve lower grades at school than their peers. Does this extend to pupils who are apparently exceptionally inattentive, hyperactive or impulsive, but have not been diagnosed as having ADHD? Aims. This study determined the proportion of children who were assessed by their teachers as exceptionally inattentive, hyperactive or impulsive in the classroom. T…
Role models, school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1
A number of countries are running role model recruitment drives under the assumption that like is good for like: ethnic minority teachers should teach ethnic minority children, women should teach girls, and so on. The empirical basis for this would appear to be case study and personal reflection. This article will examine quantitative data to test the hypothesis that male teachers produce more positive attitudes amongst boys and female teachers a…
Using baseline assessment data to make international comparisons
International studies have concentrated on the achievements of children during or at the end of their schooling. But such data are difficult to interpret without knowing the progress that they have made since they started school. This article argues that the time has come to study the starting points of children as they begin their education. Such a study is doubtless difficult to design and this study reports an analysis of data from a baseline …
Inattention, hyperactivity and impulsiveness
Background. Children with Attention Deficit Hyperactivity Disorder (ADHD) have been found to achieve lower grades at school than their peers. Does this extend to pupils who are apparently exceptionally inattentive, hyperactive or impulsive, but have not been diagnosed as having ADHD? Aims. This study determined the proportion of children who were assessed by their teachers as exceptionally inattentive, hyperactive or impulsive in the classroom. T…
The progress of pupils in their first school year across classes and educational systems
Educational effectiveness research has identified school membership as being and important factor in relation to academic progress but it has also pointed to the importance of teachers. Additionally, districts have been shown to be of minor importance for progress once key variables are taken into account while data from international studies suggest that countries are important when attainment is studied while controlling for background factors.…
What Children Know and Can Do When They Start School and How This Varies Between Countries
This large-scale study describes what children know and can do when they start school in Scotland. The description became possible because a third of Scottish Authorities are involved in a single, broadly based, on-entry baseline assessment of children. The study also looked at variations by home background, sex, age and pre-school experience within Scotland. Comparisons were then made with the cognitive development of children starting school in…
Inattention, hyperactivity and impulsiveness
Background. Children with Attention Deficit Hyperactivity Disorder (ADHD) have been found to achieve lower grades at school than their peers. Does this extend to pupils who are apparently exceptionally inattentive, hyperactive or impulsive, but have not been diagnosed as having ADHD? Aims. This study determined the proportion of children who were assessed by their teachers as exceptionally inattentive, hyperactive or impulsive in the classroom. T…
Young Deaf Children and the Prediction of Reading and Mathematics
Nearly 1000 deaf children were assessed upon entry to school, aged four and five years, using a broad baseline assessment, and then again one year later in reading and maths. Comparative data were also available for hearing children. These data were used to look at the prediction of the academic achievement of children with varying degrees of hearing loss. Despite past failures at establishing good predictors and despite the apparently very compl…
The impact of drama on pupils' language, mathematics, and attitude in two primary schools
This article reports on research which examined the impact of The National Theatre's Transformation drama project on young pupils' reading, mathematics, attitude, self-concept and creative writing in primary schools. Two of the schools taking part in Transformation were matched to two Control schools in the first two years of the project. Assessments were administered to all pupils at the start of Year 3 as a basis for comparison at the end of Ye…
Using baseline assessment data to make international comparisons
International studies have concentrated on the achievements of children during or at the end of their schooling. But such data are difficult to interpret without knowing the progress that they have made since they started school. This article argues that the time has come to study the starting points of children as they begin their education. Such a study is doubtless difficult to design and this study reports an analysis of data from a baseline …
What Children Know and Can Do When They Start School and How This Varies Between Countries
This large-scale study describes what children know and can do when they start school in Scotland. The description became possible because a third of Scottish Authorities are involved in a single, broadly based, on-entry baseline assessment of children. The study also looked at variations by home background, sex, age and pre-school experience within Scotland. Comparisons were then made with the cognitive development of children starting school in…
Role models, school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1
A number of countries are running role model recruitment drives under the assumption that like is good for like: ethnic minority teachers should teach ethnic minority children, women should teach girls, and so on. The empirical basis for this would appear to be case study and personal reflection. This article will examine quantitative data to test the hypothesis that male teachers produce more positive attitudes amongst boys and female teachers a…
The progress of pupils in their first school year across classes and educational systems
Educational effectiveness research has identified school membership as being and important factor in relation to academic progress but it has also pointed to the importance of teachers. Additionally, districts have been shown to be of minor importance for progress once key variables are taken into account while data from international studies suggest that countries are important when attainment is studied while controlling for background factors.…
Absolute effects of schooling as a reference for the interpretation of educational intervention effects
Knowledge of the absolute effects of schooling provides a useful reference for the interpretation of the effectiveness of educational interventions. We use discontinuities in test scores between the oldest pupils in one birth cohort and the youngest in the next to assess the absolute effects of schooling. Our study includes 90 % of all pupils in year-groups 4–6 of primary education (ages 7–10) in Northern Ireland. Assignment to year-groups is str…
Number identification
We make a prima facie case for identifying a single pathway in the learning of Hindu-Arabic numerical symbols and discuss why this ability may be a critical gateway concept in developing mathematical competencies. A representative sample of English and Scottish children was assessed using a number symbol identification paradigm in the Performance Indicators in Primary Schools (PIPS) Baseline assessment at the beginning and end of their first scho…
Reading to learn? The co-development of mathematics and reading during primary school
Understanding how early reading and mathematics co-develop is important from both theoretical and pedagogical standpoints. Previous research has provided mixed results. This paper investigates the development of reading and mathematics in a longitudinal sample of N = 355,883 students from the United Kingdom (2005–2019) aged 5 to 12 (49% girls). Results indicate a positive relation between the development of the two domains. In addition, a substan…
Psychology (10 works) · Developmental psychology (7 works) · Mathematics education (7 works) · Pedagogy (5 works) · Academic achievement (4 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Reading (process) (4 works) · Sociology (4 works) · Computer Science (3 works) · Early Childhood Education and Development (3 works)