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Durham University

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Staff Profile

Prof Christine Merrell - all publications

Chapter in book

  • Merrell, C. (2017). Understanding Monitoring in the United Kingdom Context. In Monitoring the Quality of Education in Schools: Examples of Feedback into Systems from Developed and Emerging Economies. Scherman, V., Bosker, R. & Howie, S. J. Rotterdam/Boston/Taipei: Sense Publishers. 93-106.
  • Merrell, C. & Tymms, P. (2016). Assessing Young Children: Problems and Solutions. In Understanding What Works in Oral Reading Assessments: Recommendations from Donors, Implementers and Practitioners. Montreal: UNESCO Institute for Statistics (UIS). 126-133.
  • Thurston, A., Tymms, P.B., Merrell, C. & Conlin, N. (2014). Improving Reading and Math Achievement across a Whole District. In Classroom Management and Assessment. Slavin, R. California: Corwin.
  • Merrell, C, Little, J & Coe, R (2014). Is the Attainment Gap among Primary Aged Children Decreasing? In In Harnessing what works in eliminating educational disadvantage: A tale of two classrooms. Wood, C & Scott, R Demos.
  • Merrell, C. (2012). Developments in Standardised Assessment: A perspective from the UK. In Contemporary Debates in Childhood Development and Education. Suggate, S. & Reese, E. Abingdon, Oxon: Routledge. 293-304.
  • Tymms, P. & Merrell, C. (2009). Attainment, Standards and Quality. In Children, their World, their Education: Final report and recommendations of the Cambridge Primary Review. Alexander, R. London: Routledge.
  • Tymms, P. & Merrell, C. (2009). On-entry Baseline Assessment across Cultures. In Early Childhood Education: Society and Culture. Anning, A., Cullen, J. & Fleers, M. London: Sage Publications. 117.128.
  • Tymms, P. & Merrell, C. (2004). On-entry baseline assessment across cultures. In Early Childhood Education: Society and Culture. Anning, A., Cullen, J. & Fleer, M. Sage. 117-129.
  • G. Tate, C. Merrell & P. Tymms (2003). Developing a picture of attainments and progress of deaf pupils in primary schools. In Deafness and Education in the UK. Research Perspectives. Gallaway & Young Whurr Publishers.

Journal Article

  • Sayal, K., Merrell, C., Tymms, P. & Kasim, A. (2020). Academic Outcomes following a school-based RCT for ADHD: 6 year follow-up. Journal of Attention Disorders 24(1): 66-72.
  • Cramman, H., Gott, S., Little, J., Merrell, C., Tymms, P. & Copping, L.T. (2020). Number Identification: A Unique Developmental Pathway in Mathematics? Research Papers in Education 35(2): 117-143.
  • Bartholo, T.L., Campelo Koslinski, M., da Costa, M., Tymms, P., , Merrell, C. & Mendonça Barcellos, T (2020). The Use of Cognitive Instruments for Research in Early Childhood Education: Constraints and Possibilities in The Brazilian Context. Pro-Posições 31: e20180036.
  • Aleksić, G., Merrell, C., Ferring, D., Tymms, P. & Klemenović, J. (2019). Links between Socio-Emotional Skills, Behaviour, Mathematics and Literacy of Preschool Children in Serbia. European Journal of Psychology of Education 34(2): 417-438.
  • Ivanova, A., Kardanova, E., Merrell, C., Tymms, P. & Hawker, D. (2018). Checking the possibility of equating a mathematics assessment between Russia, Scotland and England for children starting school. Assessment in Education: Principles, Policy & Practice 25(2): 141-159.
  • Tymms, P., Merrell, C. & Bailey, K. (2018). The long-term impact of effective teaching. School Effectiveness and School Improvement 29(2): 242-261.
  • Merrell, C., Sayal, K., Tymms, P. & Kasim, A. (2017). A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11. Learning and Individual Differences 53: 156-161.
  • Demetriou, A., Merrell, C. & Tymms, P. (2017). Mapping and Predicting Literacy and Reasoning Skills from Early to Later Primary School. Learning and Individual Differences 54: 217-225.
  • Luyten, H., Merrell, C. & Tymms, P. (2017). The contribution of schooling to learning gains of pupils in Years 1 to 6. School Effectiveness and School Improvement 28(3): 374-405
  • Tymms, P. B. & Merrell, C. (2015). Cross-age Peer Learning. Better Evidence-based Education 7(1): 18-19.
  • Sayal, K., Mills, J., White, K., Merrell, C. & Tymms, P. (2015). Predictors of and Barriers to service use for children at risk of ADHD: Longitudinal study. European Child & Adolescent Psychiatry 24(5): 545-552.
  • Tymms, P., Merrell, C. & Wildy, H. (2015). The progress of pupils in their first school year across classes and educational systems. British educational research journal 41(3): 365-380.
  • Merrell, C., Styles, I., Jones, P., Tymms, P. & Wildy, H. (2013). Cross-country Comparisons of Inattentive, Hyperactive and Impulsive Behaviour in School-Based Samples of Young Children. International Research in Early Childhood Education 4(1): 1-17.
  • Katsipataki, M. & Merrell, C. (2012). Can Motor Skills Training Improve Academic Skills? A Motor Skills Intervention for the Early Years. Online Educational Research Journal
  • Thurston, A., Tymms, P., Merrell, C. & Conlin, N. (2012). Improving attainment across an education authority. Better: Evidence-based Education 4(2): 8-9.
  • Tymms, P., Merrell, C., Henderson, B., Albone, S. & Jones, P. (2012). Learning Difficulties in the Primary School Years: Predictability from On-Entry Baseline Assessment. Online Educational Research Journal June 2012.
  • Merrell, C. & Bailey, K. (2012). Predicting achievement in the Early Years: How important is personal, social and emotional development? On-line Educational Research Journal 3(6).
  • Tymms, P. & Merrell, C. (2011). ADHD and academic attainment: is there an advantage in impulsivity? Learning and Individual Differences 21(6): 753-758.
  • Merrell, C. & Tymms, P. (2011). Changes in Children’s Cognitive Development at the Start of School in England 2001 – 2008. Oxford Review of Education 37(3): 333-345.
  • Tymms, P., Merrell, C., Thurston, A., Andor, J., Topping, K. & Miller, D. (2011). Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial. School Effectiveness and School Improvement 22(3): 265-289.
  • Sayal, K., Owen, V., White, K., Merrell, C., Tymms, P. & Taylor, E. (2010). Impact of Early School-Based Screening and Intervention Programs for ADHD on Children's Outcomes and Access to Services. Follow-up of a School-Based Trial at Age 10 Years. Archives of Pediatrics & Adolescent Medicine 164(5): 462-469.
  • Bolden, D., Tymms, P. & Merrell, C. (2009). Can the past inform the future of science in primary schools? Education in Science 232: 10-11.
  • Bolden, D.S., Tymms, P.B. & Merrell, C. (2009). Perspectives on education: primary science. Primary Science 106.
  • Merrell, C. (2009). The reliability of the statutory end of Key Stage 2 assessments and their use in England. Education Review 22(1): 69-74.
  • Tymms, P.B., Merrell, C. & Coe, R.J. (2008). Educational Policies and randomized Controlled Trials. The Psychology of Education Review 32(2): 3-7 & 26-29.
  • Bolden, D., Tymms, P. & Merrell, C. (2008). New Approaches are needed for Science in Primary Schools. Primary Leadership Today (14): 17-19.
  • Carrington, B., Tymms, P. & Merrell, C. (2008). Role models, school improvement and the 'gender gap' - do men bring out the best in boys and women bring out the best in girls? British Educational Research Journal 34(3): 315-327.
  • Tymms, P., Bolden, D.S. & Merrell, C. (2008). Science in English Primary Schools: Trends in Attainment, Attitudes and Approaches. Perspectives on Education: Primary Science (1): 19-42.
  • Tymms, P., Merrell, C., Heron, T., Jones, P., Albone, S. & Henderson, B. (2008). The Importance of Districts. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice 19(3): 261-274.
  • Merrell, C. & Tymms, P. (2007). Identifying Reading Problems with Computer-Adaptive Assessments. Journal of Computer Assisted Learning 23(1): 27-35.
  • Merrell, C. & Tymms, P. (2007). What children know and can do when they start school and how this varies between countries. Journal of Early Childhood Research 5(2): 115-134.
  • Tymms, P. & Merrell, C. (2006). The impact of screening and advice on inattentive, hyperactive and impulsive children. European Journal of Special Needs Education 21(3): 321-337.
  • Carrington, B., Tymms, P. & Merrell, C. (2005). Forget Gender: Whether a teacher is male or female doesn't matter. Teacher December: 32-34.
  • Merrell, C. & Tymms, P. (2005). Identifying Reading Problems with Computer-Adaptive Assessments. Bulletin (Learning Difficulties Australia) 37(2): 10-11.
  • Merrell, C. & Tymms, P. (2005). Rasch Analysis of Inattentive, Hyperactive and Impulsive Behaviour in Young Children and the Link with Academic Achievement. Journal of Applied Measurement 6(1): 1-18.
  • Fleming, M., Merrell, C. & Tymms, P. (2004). The Impact of Drama on Pupils' Language, Mathematics, and Attitude in Two Primary Schools. Research in Drama Education 9(2): 177-197.
  • Tymms, P., Merrell, C. & Jones, P.I. (2004). Using baseline assessment data to make international comparisons. British Educational Research Journal 30(5): 673-689.
  • Tymms, P., Brien, D., Merrell, C., Collins, J. & Jones, P. (2003). Young deaf children and the prediction of reading and mathematics. Journal of Early Childhood Research 1(2): 197-212.
  • Tymms, P. & Merrell, C. (2002). Tackling Challenging Children. Literacy Today 32.
  • Merrell, C. & Tymms, P. (2001). Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress. British Journal of Educational Psychology 71(1): 43-56.
  • Tymms, P., Merrell, C. & Henderson, B. (2000). Baseline Assessment and Progress During The First Three Years at School. Educational Research and Evaluation 6(2): 105-129.
  • Tymms, P., Merrell, C. & Henderson, B. (1997). The First Year at School: A Quantitative Investigation of the Attainment and Progress of Pupils. Educational Research and Evaluation 3(2): 101-118.

Conference Paper

  • Tymms, P., Merrell, C., Henderson, B., Albone, S. & Jones, P. (2009), Learning Difficulties in the Primary School Years: Predictability from On-entry Baseline Assessment, XIV European Conference on Developmental Psychology. Vilnius, Vilnius.
  • Tymms, P., Merrell, C. & Jenkins, H. (2008), The advantage of impulsivity: An analysis of the components of Attention Deficit Hyperactivity Disorder and their impact on attainment, AERA Annual Conference. New York, New York.
  • Tymms, P., Merrell, C., Topping, K., Conlin, N. & D'Souza, E. (2007), Bridging the Gap between Pupil Level and District Level Interventions, Seventh Annual International Campbell Collaboration Colloquium. London, London.
  • Merrell, C., Tymms, P. & Jones, P. (2007), Changes in Children's Cognitive Development at the Start of School 2000-2006, EARLI Conference. Budapest, Budapest.
  • Tymms, P., Merrell, C., Hanna, R., Henderson, B. & Albone, S. (2007), The large-scale application of a computer-delivered adaptive assessment for children in primary schools, AEA Conference. Stockholm, Stockholm.
  • Merrell, C., Van Doornum, A. v-d Hoeven & Tymms, P. (2006), Cross County Comparisons of Progress in the First Year of School, 5th Conference of the International Test Commission. Brussels, Brussels.
  • Tymms, P. & Merrell, C. (2006), Leadership matters: A commentary by Professor P. Tymms and Dr. C. Merrell, Teacher Training Resource Bank (TTRB).
  • Tymms, P., Merrell, C., Heron, T., Jones, P., Albone, S. & Henderson, B. (2006), The Importance of Districts, AERA Annual Meeting. San Francisco, San Francisco CA.
  • Tymms, P., Merrell, C., Jones, P., Henderson, B. & Cowie, M. (2006), What children know and can do when they start school and how this varies between countries, AERA Annual General Meeting. San Francisco, San Francisco CA.
  • Christine Merrell (2005), INCAS, EARLI 11th Biennial Conference: Integrating Multiple Perspectives on Effective Learning Environments. University of Cyprus, University of Cyprus.
  • Merrell, C. & Tymms, P. (2005), InCAS (Interactive Computerised Assessment System): Using individual diagnostic profiles in assessment for learning, 11th Biennial Conference: Integrating Multiple Perspectives on Effective Learning Environments. University of Cyprus, Nicosia, University of Cyprus.
  • Tymms, P., Merrell, C. & Carrington, B. (2005), Role Models, School Improvement and the 'Gender Gap' - Do Men bring out the best in boys and women the best in girls, EARLI 11th Annual Conference: Integrating Multiple Perspectives on Effective Learning Environments. University of Cyprus, University of Cyprus.
  • Peter Tymms & Christine Merrell (2005), The Assessment Revolution, iNET: 'New Techologies' online conference.

Other (Print)

  • Kardanova, E., Ivanova, A., Merrell, C., Hawker, D. & Tymms, P. (2014). The role of iPIPS assessment in providing high quality value added information on school and system effectiveness within and between countries. Higher School of Economics Research Paper No. WP BRP 20/EDU/2014.
  • Merrell, C. & Tymms, P. (2002). Working with difficult children in years 1 and 2: a guide for teachers: a research-based guide for teachers. 13 p.

Presentation

  • Tymms, P. & Merrell, C. (2016), What impact does the first year of school have on later success?, International Congress for School Effectiveness and Improvement. Glasgow.

Report

  • Robinson-Smith, Lyn, Menzies, Victoria, Cramman, Helen, Wang, Yuqian (Linda), Fairhurst, Caroline, Hallett, Sarah, Beckmann, Nadin, Merrell, Christine, Torgerson, Carole, Stothard, Sue & Siddiqui, Nadia (2019). EasyPeasy: Learning through play. Evaluation Report. Education Endowment Foundation.
  • Tymms, P., Howie, S., Merrell, C., Combrick, C. & Copping, L. (2017). The First Year at School in the Western Cape: Growth, Development and Progress. London, Nuffield Foundation.
  • Tymms, P., Merrell, C. & Buckley, H. (2015). Children's development at the start of school in Scotland and the progress made during their first school year: An analysis of PIPS baseline and follow-up assessment data. School of Education, Centre for Evaluation & Monitoring. Edinburgh, UK, The Scottish Government.
  • Tymms, P., Merrell, C., Hawker, D. & Nicholson, F. (2014). Performance Indicators in Primary Schools: A comparison of performance on entry to school and the progress made in the first year in England and four other jurisdictions: Research report. London, Department for Education.
  • Merrell, C., Jones, P., Bolden, D., Jones, K., Defty, N. & Ndaji, F. (2010). For helping young children: A review of pupils' attitudes to Science and Mathematics.
  • Taylor, E., Kendall, T., Asherson, P., Bailey, S., Bretherton, K., Brown, A., Costigan, L., Duncan, A., Harpin, V., Hollis, C., Keen, D., Lewis, A., Mavranezouli, I., Merrell, C., Mulligan, D., Perez, A., Pettinari, C., Ryan, N., Salt, N., Sayal, K., Sheppard, L., Stockton, S., Taylor, C., Thorley, G, Turner, J., Tymms, P., Wolpert, M., Wong, I. & Young, S. (2009). Attention Deficit Hyperactivity Disorder: The NICE Guideline on Diagnosis and Management of ADHD in Children, Young People and Adults. Practice Guideline No. 72. London, The British Psychological Society and The Royal College of Psychiatrists.
  • Tymms, P. & Merrell, C. (2007). Standards and Quality in English Primary Schools Over Time: the national evidence. Cambridge.
  • Tymms, P., Jones, P., Merrell, C., Henderson, B. & Cowie, M. (2005). Children Starting School in Scotland: A Report of Research Funded by Seed. Scottish Executive Education Department.
  • Tymms, P., Heron, T., Merrell, C., Jones, P., Albone, S. & Henderson, B. (2005). The Performance of Newcastle Schools: Report 2 for the Commission. School of Education. Durham, CEM Centre.
  • Tymms, P., Albone, S., Barmby, P., Kokotsaki, D., Merrell, C. & Searle, J. (2005). The Performance of Newcastle Schools: Report 5 for the Commission. School of Education. Durham, Curriculum Evaluation and Management Centre.
  • Tymms, P., Merrell, C., Henderson, B. & Cowie, M. (2004). Children Starting School in Scotland. A report of research funded by the Scottish Executive Education Department. School of Education. Durham, CEM Centre.

Translated Book

  • Konkawa, A., Ebine, H. & Sugita, K. (trans.) (2017). Christine Merrell and Peter Tymms, 小学校における困難児への対応 教師への指導指針第2版 (Working with Difficult Children in Primary Schools. A Guide for Teachers - 2nd Edition). Durham: Centre for Evaluation and Monitoring (CEM)
  • Rocha Mazzuchelli, D. S., Batista Araujo e Oliveira, J. & Costa, M. (trans.) (2015). Christine Merrell and Peter Tymms, Trabalhando com crianças pequenas desatentas, hiperativas e impulsivas em sala. Um guia para educadores (Working with Difficult Children in Primary Schools. A Guide for Teachers - 2nd Edition). Durham: Centre for Evaluation and Monitoring (CEM)
  • Gawrilow, C. & Zürcher, A. (trans.) (2014). Christine Merrell and Peter Tymms, Maßnahmen und Strategien zur Unterrichtsgestaltung – nicht nur für Kinder mit ADHS. Übersetzt, angepasst und ergänzt von Bettine Reich, Caterina Gawrilow und Anke Zürcher (Working with Difficult Children in Primary Schools. A Guide for Teachers - 2nd Edition). Tübingen: Universität Tübingen