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  5.     <title>UTas ePrints - The impact of age and gender on Prep children's academic achievements</title>
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  28. <meta content="Within the current climate of heightened interest in the education of young
  29. children, it is essential that consideration be given to different factors which
  30. may impact, either positively or negatively, on the achievement of young
  31. learners when their academic progress in literacy and numeracy is
  32. considered. The research study reported in this paper aimed to investigate
  33. whether age and gender impacted on the academic results of five - and six year -
  34. old students in Tasmanian state schools. The dual-method study
  35. considered the children's development in the area of early literacy and
  36. numeracy, at the commencement of their year in Prep (following their
  37. previous year in kindergarten). Results for 884 students from the PIPS
  38. (Performance Indicators of Primary Schools) testing procedure (mandated by
  39. the Tasmanian Department of Education for all children at the start of their
  40. year in Prep) were used to inform this study. Quantitative results revealed
  41. that children's age had a significant impact on the results they receive in
  42. PIPS at the commencement of Prep. Younger children (aged 5.00 - 5.03 years
  43. at the time of the test) within the Prep class cohort were found to be
  44. performing at significantly lower levels of academic achievement than their
  45. peers who were six to 11 months older in the areas of maths, reading and
  46. phonics. Likewise, girls achieved statistically higher results in reading and in
  47. the PIPS total scores, when compared to the scores of boys. This study
  48. provides key evidence that there are children who, because of their age or
  49. gender, are achieving lower test scores on PIPS. These children and their
  50. needs in literacy and numeracy must be more fully understood and acted
  51. upon." name="eprints.abstract" />
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  69. <meta content="Within the current climate of heightened interest in the education of young
  70. children, it is essential that consideration be given to different factors which
  71. may impact, either positively or negatively, on the achievement of young
  72. learners when their academic progress in literacy and numeracy is
  73. considered. The research study reported in this paper aimed to investigate
  74. whether age and gender impacted on the academic results of five - and six year -
  75. old students in Tasmanian state schools. The dual-method study
  76. considered the children's development in the area of early literacy and
  77. numeracy, at the commencement of their year in Prep (following their
  78. previous year in kindergarten). Results for 884 students from the PIPS
  79. (Performance Indicators of Primary Schools) testing procedure (mandated by
  80. the Tasmanian Department of Education for all children at the start of their
  81. year in Prep) were used to inform this study. Quantitative results revealed
  82. that children's age had a significant impact on the results they receive in
  83. PIPS at the commencement of Prep. Younger children (aged 5.00 - 5.03 years
  84. at the time of the test) within the Prep class cohort were found to be
  85. performing at significantly lower levels of academic achievement than their
  86. peers who were six to 11 months older in the areas of maths, reading and
  87. phonics. Likewise, girls achieved statistically higher results in reading and in
  88. the PIPS total scores, when compared to the scores of boys. This study
  89. provides key evidence that there are children who, because of their age or
  90. gender, are achieving lower test scores on PIPS. These children and their
  91. needs in literacy and numeracy must be more fully understood and acted
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  205.     <h1 class="ep_tm_pagetitle">The impact of age and gender on Prep children's academic achievements</h1>
  206.     <p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Boardman, Margot</span> (2006) <xhtml:em>The impact of age and gender on Prep children's academic achievements.</xhtml:em> Australian Journal of Early Childhood, 31 (4). ISSN 0312-5033</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_2297' );" href="http://eprints.utas.edu.au/1822/1/Boardman_AJEC%2C_31%2C_4%2C_2006%5B1%5D.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_2297' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_2297"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1822/thumbnails/1/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1822/1/Boardman_AJEC%2C_31%2C_4%2C_2006%5B1%5D.pdf"><span class="ep_document_citation">PDF (Author Version)</span></a> - Requires a PDF viewer<br />86Kb</td></tr></table><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">Within the current climate of heightened interest in the education of young
  207. children, it is essential that consideration be given to different factors which
  208. may impact, either positively or negatively, on the achievement of young
  209. learners when their academic progress in literacy and numeracy is
  210. considered. The research study reported in this paper aimed to investigate
  211. whether age and gender impacted on the academic results of five - and six year -
  212. old students in Tasmanian state schools. The dual-method study
  213. considered the children's development in the area of early literacy and
  214. numeracy, at the commencement of their year in Prep (following their
  215. previous year in kindergarten). Results for 884 students from the PIPS
  216. (Performance Indicators of Primary Schools) testing procedure (mandated by
  217. the Tasmanian Department of Education for all children at the start of their
  218. year in Prep) were used to inform this study. Quantitative results revealed
  219. that children's age had a significant impact on the results they receive in
  220. PIPS at the commencement of Prep. Younger children (aged 5.00 - 5.03 years
  221. at the time of the test) within the Prep class cohort were found to be
  222. performing at significantly lower levels of academic achievement than their
  223. peers who were six to 11 months older in the areas of maths, reading and
  224. phonics. Likewise, girls achieved statistically higher results in reading and in
  225. the PIPS total scores, when compared to the scores of boys. This study
  226. provides key evidence that there are children who, because of their age or
  227. gender, are achieving lower test scores on PIPS. These children and their
  228. needs in literacy and numeracy must be more fully understood and acted
  229. upon.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">early literacy; early numeracy; impact of age and gender on
  230. student attainment
  231. Background to the study</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/330109.html">330000 Education &gt; 330100 Education Studies &gt; 330109 Assessment and Evaluation</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330106.html">330000 Education &gt; 330100 Education Studies &gt; 330106 Comparative Education</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330100.html">330000 Education &gt; 330100 Education Studies</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1822</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Scholarly Publications Librarian</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">10 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1822;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&amp;eprintid=1822">item control page</a></p>
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