There is no evidence that government investment in particular school structures or types has been effective in improving the performance of pupils from poor backgrounds, according to a new review published by the Institute of Education.
New data have been released from the 1970 British Cohort Study (BCS70) and the 1958 National Child Development Study (NCDS).
Living in a good neighbourhood, having lots of friends and getting on well with brothers and sisters are more important to children’s happiness than growing up in a two-parent home, according to findings from the Millennium Cohort Study.
Primary school pupils with special educational needs are twice as likely as other children to suffer from persistent bullying, according to new research published by the Institute of Education (IOE), University of London.
Current coalition government policies that are designed to improve adults' literacy and numeracy skills are overly focused on the world of work, according to two leading researchers in this field.
The CLS Dissertation prize for 2013 was awarded jointly to Ye Kuang and to Caoimhe Doyle for their outstanding research using the Millennium Cohort Study (MCS).
Adults who were bullied as children are more likely to experience mental health problems than those who were never bullied, according to new research based on the 1958 National Child Development Study.
More than 9,100 members of the 1958 National Child Development Study (NCDS) took part in the age 55 survey which ran between September 2013 and March 2014.
Older people’s quality of life begins to drop rapidly in their seventies – and yet most will say they are satisfied with their lives, according to a new study of ageing.
Why do some people become involved in local clubs or volunteer to help in their community while others prefer to stay at home?
Data from the age 42 survey of the 1970 British Cohort Study (BCS70) is now available to download from the UK Data Service.
EDDI14 is organised jointly by the IOE - Institute of Education, University of London, GESIS - Leibniz Institute for the Social Sciences, and IDSC of IZA - International Data Service Center of the Institute for the Study of Labour.
This two-day course is for people who want to develop their skills in data analysis. The course aims to familiarise students with basic descriptive statistics, hypothesis testing and statistical significance, correlation and regression analyses.
This course introduces students to the principles and assumptions of regression-based analysis methods such as linear, logistic and multinomial logistic regression. Students will learn the theory in a classroom setting before using SPSS to analyse real data with practical examples.
This two-day course explains the use of experimental and quasi-experimental methods in evaluating economic and social policy. It addresses how these methods can be used most effectively and how best to understand and appraise other researchers’ uses of them.
This two-day course follows on from Impact evaluation methods: Part 1; drawing on the evaluation framework this covered, with practical examples and an optional computer session.
This two-day introductory course is for students who want to know more about longitudinal data and research design, and how longitudinal data and research can be used to answer key policy questions. It forms the first two days of the four day MSc module on ‘Longitudinal Research and Analysis’, but can be taken as a stand-alone course.
This two day advanced course aims to provide the methodological and technical skills required to understand the role that longitudinal data can play in the analysis and evaluation of government and other policy interventions. It is intended as a follow on from the Longitudinal analysis course. A basic level of statistical awareness is required.
This two-day course aims to develop a systematic understanding, and a critical awareness, of current issues surrounding international comparisons.
This course provides students with an understanding of, and gives them practice in, the use of data reduction techniques and non-regression based analysis methods such as principal component analysis and factor analysis.
Centre for Longitudinal Studies, Institute of Education