[1]
ACE Education Advice CIC & ACE Education Training LLP | Search Results: http://www.ace-ed.org.uk/publications/download-advice-booklets/fixed-period-exclusion.
[2]
Adey, P. et al. 2002. Effects of a cognitive acceleration programme on Year I pupils. British Journal of Educational Psychology. 72, 1 (Mar. 2002), 1–25. DOI:https://doi.org/10.1348/000709902158748.
[3]
Adey, P. and Shayer, M. 1993. An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum. Cognition and Instruction. 11, 1 (Sep. 1993), 1–29.
[4]
Albanesi, C. et al. 2007. Sense of community, civic engagement and social well-being in Italian adolescents. Journal of Community & Applied Social Psychology. 17, 5 (Sep. 2007), 387–406. DOI:https://doi.org/10.1002/casp.903.
[5]
Aleven, V.A.W.M.M. and Koedinger, K.R. 2002. An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor. Cognitive Science. 26, 2 (Mar. 2002), 147–179. DOI:https://doi.org/10.1207/s15516709cog2602_1.
[6]
Alloway, T.P. and Alloway, R.G. 2010. Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology. 106, 1 (May 2010), 20–29. DOI:https://doi.org/10.1016/j.jecp.2009.11.003.
[7]
Ames, Carole Classrooms: Goals, Structures, and Student Motivation. Journal of Educational Psychology. 84, 3, 261–271.
[8]
Ashcraft, M.H. 2002. Math Anxiety: Personal, Educational, and Cognitive Consequences. Current Directions in Psychological Science. 11, 5 (Oct. 2002), 181–185. DOI:https://doi.org/10.1111/1467-8721.00196.
[9]
Ashman, A.F. and Conway, R.N.F. 1993. Using cognitive methods in the classroom. Routledge.
[10]
Aylward, E.H. 22AD. Instructional treatment associated with changes in brain activation in children with dyslexia. Neurology. 61, 2 (22AD), 212–219.
[11]
Baird, J.R. 1986. Improving learning through enhanced metacognition: a classroom study. European Journal of Science Education. 8, 3 (Jul. 1986), 263–282. DOI:https://doi.org/10.1080/0140528860080303.
[12]
Bastian, B. and Haslam, N. 2010. Excluded from humanity: The dehumanizing effects of social ostracism. Journal of Experimental Social Psychology. 46, 1 (Jan. 2010), 107–113. DOI:https://doi.org/10.1016/j.jesp.2009.06.022.
[13]
Battistich, V. and Hom, A. 1997. The relationship between students’ sense of their school as a community and their involvement in problem behaviors. American Journal of Public Health. 87, 12 (Dec. 1997), 1997–2001. DOI:https://doi.org/10.2105/AJPH.87.12.1997.
[14]
Baumeister, R.F. and Leary, M.R. 1995. The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin. 117, 3 (1995), 497–529.
[15]
Birch, S. et al. 2015. Educational psychology: topics in applied psychology. Routledge.
[16]
Birch, S. et al. 2015. Educational psychology: topics in applied psychology. Routledge.
[17]
Bond, L. et al. 2007. Social and School Connectedness in Early Secondary School as Predictors of Late Teenage Substance Use, Mental Health, and Academic Outcomes. Journal of Adolescent Health. 40, 4 (Apr. 2007), 357.e9-357.e18. DOI:https://doi.org/10.1016/j.jadohealth.2006.10.013.
[18]
Boulware-Gooden, R. et al. 2007. Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students. The Reading Teacher. 61, 1 (Sep. 2007), 70–77. DOI:https://doi.org/10.1598/RT.61.1.7.
[19]
Breznitz, Zvia 2012. Reading, writing, mathematics and the developing brain: listening to many voices. Springer.
[20]
Brown, G. 1984. Metacognition: New insights into old problems? British Journal of Educational Studies. 32, 3 (Oct. 1984), 213–219. DOI:https://doi.org/10.1080/00071005.1984.9973688.
[21]
Building Community in School | Developmental Studies Center: http://www.devstu.org/research-articles-and-papers-building-community-in-school-the-child-development-project.
[22]
Burke, L.A. and Williams, J.M. 2012. The impact of a thinking skills intervention on children’s concepts of intelligence. Thinking Skills and Creativity. 7, 3 (Dec. 2012), 145–152. DOI:https://doi.org/10.1016/j.tsc.2012.01.001.
[23]
Burton, S. 2006. ‘Over To You’: Group work to help pupils avoid school exclusion. Educational Psychology in Practice. 22, 3 (2006), 215–236. DOI:https://doi.org/10.1080/02667360600845778.
[24]
Cain, Kate 2010. Reading development and difficulties: an introduction. Wiley-Blackwell.
[25]
Cairns, Robert B. and Cairns, Beverley D. 1994. Lifelines and risks: pathways of youth in our time. Harvester Wheatsheaf.
[26]
Cardelle-Elawar, M. 1995. Effects of metacognitive instruction on low achievers in mathematics problems. Teaching and Teacher Education. 11, 1 (Jan. 1995), 81–95. DOI:https://doi.org/10.1016/0742-051X(94)00019-3.
[27]
Carr, M. et al. 1994. Metacognition and mathematics strategy use. Applied Cognitive Psychology. 8, 6 (Nov. 1994), 583–595. DOI:https://doi.org/10.1002/acp.2350080605.
[28]
Castles, A. and Coltheart, M. 2004. Is there a causal link from phonological awareness to success in learning to read? Cognition. 91, 1 (2004), 77–111. DOI:https://doi.org/10.1016/S0010-0277(03)00164-1.
[29]
Catalano, R.F. et al. 2004. The Importance of Bonding to School for Healthy Development: Findings from the Social Development Research Group. Journal of School Health. 74, 7 (Sep. 2004), 252–261. DOI:https://doi.org/10.1111/j.1746-1561.2004.tb08281.x.
[30]
Catalogue - Senate House Libraries -- Educational and child psychology.: http://encore.ulrls.lon.ac.uk/iii/encore/record/C__Rb1735175__Seducational%2520and%2520child%2520psychology__Orightresult__X5?lang=eng&suite=cobalt.
[31]
Challenge and Motivation: http://education.purduecal.edu/vockell/edpsybook/edpsy5/edpsy5_challenge.htm.
[32]
Charlton, T. et al. 2004. Targeting exclusion, disaffection and truancy in secondary schools. Emotional and Behavioural Difficulties. 9, 4 (Jan. 2004), 261–275. DOI:https://doi.org/10.1177/1363275204050372.
[33]
Chavis, D.M. et al. 1986. Sense of community through Brunswik’s lens: A first look. Journal of Community Psychology. 14, 1 (Jan. 1986), 24–40.
[34]
Chavis, D.M. and Pretty, G.M.H. 1999. Sense of community: Advances in measurement and application. Journal of Community Psychology. 27, 6 (Nov. 1999), 635–642.
[35]
Chi, M.T.H. 1996. Constructing Self-Explanations and Scaffolded Explanations in Tutoring. Applied Cognitive Psychology. 10, 7 (Nov. 1996), 33–49. DOI:https://doi.org/https://doi.org/10.1002/ACP436.
[36]
Chiessi, M. et al. 2010. Assessing Sense of Community on adolescents: validating the brief scale of Sense of Community in adolescents (SOC-A). Journal of Community Psychology. 38, 3 (Apr. 2010), 276–292. DOI:https://doi.org/10.1002/jcop.20364.
[37]
Chipuer, H.M. and Pretty, G.M.H. 1999. A review of the sense of community index: Current uses, factor structure, reliability, and further development. Journal of Community Psychology. 27, 6 (Nov. 1999), 643–658.
[38]
Colley, D. 2009. Nurture groups in secondary schools. Emotional and Behavioural Difficulties. 14, 4 (Dec. 2009), 291–300. DOI:https://doi.org/10.1080/13632750903303120.
[39]
Danoff, B. et al. 1990. Incorporating strategy instruction within the writing process in the regular classroom: Effects on the writing of students with and without learning disabilities. Journal of Literacy Research. 25, 3 (Sep. 1990), 295–322. DOI:https://doi.org/10.1080/10862969009547819.
[40]
Deci, E.L. and Ryan, R.M. 1985. Intrinsic Motivation and Self-Determination in Human Behavior. Springer US.
[41]
Dewey, J. and Bento, J. 2009. Activating children’s thinking skills (ACTS): The effects of an infusion approach to teaching thinking in primary schools. British Journal of Educational Psychology. 79, 2 (Jun. 2009), 329–351. DOI:https://doi.org/10.1348/000709908X344754.
[42]
Doran, C. and Cameron, R.J. 1995. Learning About Learning: Metacognitive Approaches in the Classroom. Educational Psychology in Practice. 11, 2 (Jul. 1995), 15–23. DOI:https://doi.org/10.1080/0266736950110203.
[43]
Duckworth, A.L. and Seligman, M.E.P. 2005. Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. Psychological Science. 16, 12 (Dec. 2005), 939–944. DOI:https://doi.org/10.1111/j.1467-9280.2005.01641.x.
[44]
Duff, F.J. and Clarke, P.J. 2011. Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? Journal of Child Psychology and Psychiatry. 52, 1 (Jan. 2011), 3–12. DOI:https://doi.org/10.1111/j.1469-7610.2010.02310.x.
[45]
Dynamic Assessment and Response to Intervention: Two Sides of One Coin - ProQuest: http://search.proquest.com/docview/194230253/1424695E3562E843782/2?accountid=14511.
[46]
Elliott, J. 2003. Dynamic Assessment in Educational Settings: Realising potential. Educational Review. 55, 1 (Feb. 2003), 15–32. DOI:https://doi.org/10.1080/00131910303253.
[47]
Fenning, P. and Rose, J. 2007. Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy. Urban Education. 42, 6 (2007), 536–559. DOI:https://doi.org/10.1177/0042085907305039.
[48]
Ferguson, N. et al. 2011. The longitudinal impact of a comprehensive literacy intervention. Educational Research. 53, 3 (Sep. 2011), 237–256. DOI:https://doi.org/10.1080/00131881.2011.598657.
[49]
Frank M. Gresham 1997. Social Competence and Affective Characteristics of Students with Mild Disabilities. Review of Educational Research. 67, 4 (1997), 377–415.
[50]
Frederickson, N. et al. 2007. Assessing the social and affective outcomes of inclusion. British Journal of Special Education. 34, 2 (Jul. 2007), 105–115. DOI:https://doi.org/10.1111/j.1467-8578.2007.00463.x.
[51]
Frederickson, N. et al. 2007. Assessing the social and affective outcomes of inclusion. British Journal of Special Education. 34, 2 (Jul. 2007), 105–115. DOI:https://doi.org/10.1111/j.1467-8578.2007.00463.x.
[52]
Frederickson, N. et al. 2007. Assessing the social and affective outcomes of inclusion. British Journal of Special Education. 34, 2 (Jul. 2007), 105–115. DOI:https://doi.org/10.1111/j.1467-8578.2007.00463.x.
[53]
Frederickson, N. and Cline, T. 2015. Special educational needs, inclusion and diversity. McGraw Hill/Open University Press.
[54]
Frederickson, N. and Frith, U. 1998. Identifying dyslexia in bilingual children: a phonological approach with inner London Sylheti speakers. Dyslexia. 4, 3 (Sep. 1998), 119–131.
[55]
Frederickson, N.L. and Furnham, A.F. 2004. Peer-assessed behavioural characteristics and sociometric rejection: Differences between pupils who have moderate learning difficulties and their mainstream peers. British Journal of Educational Psychology. 74, 3 (Sep. 2004), 391–410. DOI:https://doi.org/10.1348/0007099041552305.
[56]
Frederickson, Norah 2008. Do modern methods of teaching reading cause dyslexia? Educational psychology: topics in applied psychology. Hodder Education. 103–120.
[57]
Frederickson, Norah et al. 2008. Educational psychology: topics in applied psychology. Hodder Education.
[58]
Frith, U. 1999. Paradoxes in the definition of dyslexia. Dyslexia. 5, 4 (Dec. 1999), 192–214.
[59]
Garner, J. and Thomas, M. 2011. The role and contribution of Nurture Groups in secondary schools: perceptions of children, parents and staff. Emotional and Behavioural Difficulties. 16, 2 (Jun. 2011), 207–224. DOI:https://doi.org/10.1080/13632752.2011.569410.
[60]
Geary, David C. Reflections of Evolution and Culture in Children’s Cognition: Implications for Mathematical Development and Instruction. American Psychologist. 50, 1, 24–37.
[61]
Geary, D.C. 1996. International Differences in Mathematical Achievement: Their Nature, Causes, and Consequences. Current Directions in Psychological Science. 5, 5 (Oct. 1996), 133–137. DOI:https://doi.org/10.1111/1467-8721.ep11512344.
[62]
Gillborn, D. 1997. Ethnicity and Educational Performance in the United Kingdom: Racism, Ethnicity, and Variability in Achievement. Anthropology  Education Quarterly. 28, 3 (Sep. 1997), 375–393. DOI:https://doi.org/10.1525/aeq.1997.28.3.375.
[63]
Gipps, C. V. 1994. Beyond testing: towards a theory of educational assessment. RoutledgeFalmer.
[64]
Gipps, C.V. 1994. Beyond testing: towards a theory of educational assessment. RoutledgeFalmer.
[65]
Goswami, U. 2006. Neuroscience and education: from research to practice? Nature Reviews Neuroscience. 7, 5 (2006), 406–413. DOI:https://doi.org/10.1038/nrn1907.
[66]
Goswami, Usha C. 2007. Blackwell handbook of childhood cognitive development. Wiley InterScience.
[67]
Goswami, Usha C. 2007. Blackwell handbook of childhood cognitive development. Wiley InterScience.
[68]
Goswami, Usha C. 2008. Reading and mathematical development. Cognitive development: the learning brain. Psychology Press. 334–371.
[69]
Goswami, Usha C. 2008. Reading and mathematical development. Cognitive development: the learning brain. Psychology Press. 334–371.
[70]
Greenway, C. 2002. The Process, Pitfalls and Benefits of Implementing a Reciprocal Teaching Intervention to Improve the Reading Comprehension of a Group of Year 6 Pupils. Educational Psychology in Practice. 18, 2 (Jun. 2002), 113–137. DOI:https://doi.org/10.1080/02667360220144557.
[71]
Hallam, S. 2007. Evaluation of Behavioural Management in Schools: A Review of the Behaviour Improvement Programme and the Role of Behaviour and Education Support Teams. Child and Adolescent Mental Health. 12, 3 (Sep. 2007), 106–112. DOI:https://doi.org/10.1111/j.1475-3588.2007.00442.x.
[72]
Hallam, S. and Castle, F. 2001. Exclusion from School: What can help prevent it? Educational Review. 53, 2 (Jun. 2001), 169–179. DOI:https://doi.org/10.1080/00131910120055598.
[73]
Harris, Karen RPressley, Michael 1991. The Nature of Cognitive Strategy Instruction: Interactive Strategy Construction. Exceptional Children. 57, 5 (1991).
[74]
Hartas, D. 2011. Families’ social backgrounds matter: socio-economic factors, home learning and young children’s language, literacy and social outcomes. British Educational Research Journal. 37, 6 (Dec. 2011), 893–914. DOI:https://doi.org/10.1080/01411926.2010.506945.
[75]
Harvey Goldstein and Geoffrey Woodhouse 2000. School Effectiveness Research and Educational Policy. Oxford Review of Education. 26, 3/4 (2000), 353–363.
[76]
Hatano, G. 1988. Social and motivational bases for mathematical understanding. New Directions for Child and Adolescent Development. 1988, 41 (Autumn 1988), 55–70. DOI:https://doi.org/10.1002/cd.23219884105.
[77]
Hatcher, P.J. et al. 2004. Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry. 45, 2 (2004), 338–358. DOI:https://doi.org/10.1111/j.1469-7610.2004.00225.x.
[78]
Heider, Fritz 1958. The psychology of interpersonal relations. Wiley.
[79]
HeinOnline Printing: http://www.heinonline.org/HOL/Print?handle=hein.journals/crim41&div=35&collection=journals&set_as_cursor=1&men_tab=srchresults.
[80]
Hembree, R. 1990. The Nature, Effects, and Relief of Mathematics Anxiety. Journal for Research in Mathematics Education. 21, 1 (Jan. 1990), 33–46. DOI:https://doi.org/10.2307/749455.
[81]
Herrero, J. and Gracia, E. 2007. Measuring perceived community support: Factorial structure, longitudinal invariance, and predictive validity of the PCSQ (perceived community support questionnaire). Journal of Community Psychology. 35, 2 (Mar. 2007), 197–217. DOI:https://doi.org/10.1002/jcop.20143.
[82]
Hirschman, A.O. 1991. The rhetoric of reaction: perversity, futility, jeopardy. Belknap Press.
[83]
Hope J. Hartman 1994. From Reciprocal Teaching to Reciprocal Education. Journal of Developmental Education. 18, 1 (1994), 2–32.
[84]
Houtveen, A.A.M. and van de Grift, W.J.C.M. 2007. Effects of metacognitive strategy instruction and instruction time on reading comprehension. School Effectiveness and School Improvement. 18, 2 (Jun. 2007), 173–190. DOI:https://doi.org/10.1080/09243450601058717.
[85]
Hu, W. et al. 2011. Effects of a ‘Learn to Think’ intervention programme on primary school students. British Journal of Educational Psychology. 81, 4 (Dec. 2011), 531–557. DOI:https://doi.org/10.1348/2044-8279.002007.
[86]
Inclusive Education Research & Practice - Bui et al. article, Topic 2 on Moodle: https://moodle.ucl.ac.uk/course/view.php?id=22103.
[87]
Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches - ProQuest: http://search.proquest.com/docview/194218914/1422D56DFEE61646701/6?accountid=14511.
[88]
Item Display - Educational and child psychology: http://ioe.sirsidynix.net.uk/uhtbin/cgisirsi/Mon+Feb++2+12:57:29+2015/0/0/5?user_id=WEBSERVER&search_type=KEYWORD&srchfield1=GENERAL%5ESUBJECT%5EGENERAL%5E%5Ewords+or+phrase&library=ALL&language=ANY&format=ANY&item_type=ANY&location=ANY&match_on=KEYWORD&sort_by=ANY&searchdata1=0267-1611%7B022%7D.
[89]
Item Display - Educational and child psychology: http://ioe.sirsidynix.net.uk/uhtbin/cgisirsi/Mon+Feb++2+13:00:59+2015/0/0/5?user_id=WEBSERVER&search_type=KEYWORD&srchfield1=GENERAL%5ESUBJECT%5EGENERAL%5E%5Ewords+or+phrase&library=ALL&language=ANY&format=ANY&item_type=ANY&location=ANY&match_on=KEYWORD&sort_by=ANY&searchdata1=0267-1611%7B022%7D.
[90]
IZA - Institute for the Study of Labor: http://www.iza.org/en/webcontent/publications/papers/viewAbstract?dp_id=6149.
[91]
Jaana Juvonen, & Bernard Weiner 1993. An Attributional Analysis of Students’ Interactions: The Social Consequences of Perceived Responsibility. Educational Psychology Review. 5, 4 (1993), 325–345.
[92]
Jensen, M. 2001. Mediating knowledge construction. Educational and child psychology. 20, 2 (2001).
[93]
Jones, D. et al. 2013. Using the Staff Sharing Scheme to support school staff in managing challenging behaviour more effectively. Educational Psychology in Practice. 29, 3 (2013), 258–277. DOI:https://doi.org/10.1080/02667363.2013.820173.
[94]
Karla K. Stuebing 2002. Validity of IQ-Discrepancy Classifications of Reading Disabilities: A Meta-Analysis. American Educational Research Journal. 39, 2 (2002), 469–518.
[95]
Keith E. Stanovich Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy. Reading Research Quarterly. 21, 4, 360–407.
[96]
Kelly, M. et al. 1994. Reciprocal Teaching in a Regular Primary School Classroom. The Journal of Educational Research. 88, 1 (Sep. 1994), 53–61. DOI:https://doi.org/10.1080/00220671.1994.9944834.
[97]
Kinder, Kay et al. 1997. Exclusion: who needs it?. National Foundation for Educational Research.
[98]
Kolić-Vehovec, S. and Bajšanski, I. 2007. Comprehension monitoring and reading comprehension in bilingual students. Journal of Research in Reading. 30, 2 (May 2007), 198–211. DOI:https://doi.org/10.1111/j.1467-9817.2006.00319.x.
[99]
Kuhn, D. and Dean, Jr., D. 2004. Metacognition: A Bridge Between Cognitive Psychology and Educational Practice. Theory Into Practice. 43, 4 (Nov. 2004), 268–273. DOI:https://doi.org/10.1207/s15430421tip4304_4.
[100]
Leonard Springer, Mary Elizabeth Stanne and Samuel S. Donovan Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis. Review of Educational Research. 69, 1, 21–51.
[101]
Lindsay, G. 2007. Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology. 77, 1 (2007), 1–24. DOI:https://doi.org/10.1348/000709906X156881.
[102]
Lloyd, G. et al. 2003. Joined-up approaches to prevent school exclusion. Emotional and Behavioural Difficulties. 8, 1 (Jan. 2003), 77–91. DOI:https://doi.org/10.1080/13632750300507007.
[103]
Lubliner, S. and Smetana, L. 2005. The Effects of Comprehensive Vocabulary Instruction on Title I Students’ Metacognitive Word-Learning Skills and Reading Comprehension. Journal of Literacy Research. 37, 2 (2005), 163–200. DOI:https://doi.org/10.1207/s15548430jlr3702_3.
[104]
MacFarlane, K. and Woolfson, L.M. 2013. Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education. 29, January (2013), 46–52. DOI:https://doi.org/10.1016/j.tate.2012.08.006.
[105]
Maddox, S.J. and Prinz, R.J. 2003. School bonding in children and adolescents: Conceptualisation, assessment and associated variables. Clinical Child and Family Psychology Review. 6, 1 (2003), 31–49. DOI:https://doi.org/10.1023/A:1022214022478.
[106]
Male, D.B. 1995. Helping Children with Learning Difficulties to Employ Mnemonic Strategies: A Role for Educational Psychologists. Educational Psychology in Practice. 11, 1 (Apr. 1995), 10–17. DOI:https://doi.org/10.1080/0266736950110102.
[107]
Maqsud, M. 1998. Effects of metacognitive instruction on mathematics achievement and attitude towards mathematics of low mathematics achievers. Educational Research. 40, 2 (Jun. 1998), 237–243. DOI:https://doi.org/10.1080/0013188980400210.
[108]
Maras, P. and Brown, R. 1996. Effects of Contact on Children’s Attitudes Toward Disability: A Longitudinal Study1. Journal of Applied Social Psychology. 26, 23 (Dec. 1996), 2113–2134. DOI:https://doi.org/10.1111/j.1559-1816.1996.tb01790.x.
[109]
Maras, P. and Brown, R. 2000. Effects of different forms of school contact on children’s attitudes toward disabled and non-disabled peers. British Journal of Educational Psychology. 70, 3 (Sep. 2000), 337–351. DOI:https://doi.org/10.1348/000709900158164.
[110]
McMillan, D.W. and Chavis, D.M. 1986. Sense of community: A definition and theory. Journal of Community Psychology. 14, 1 (Jan. 1986), 6–23.
[111]
Mevarech, Z.R. and Kramarski, B. 2003. The effects of metacognitive training versus worked-out examples on students’ mathematical reasoning. British Journal of Educational Psychology. 73, 4 (Dec. 2003), 449–471. DOI:https://doi.org/10.1348/000709903322591181.
[112]
Missiuna, C. and Samuels, M. 1989. Dynamic Assessment. Special Services in the Schools. 5, 1–2 (Aug. 1989), 1–22. DOI:https://doi.org/10.1300/J008v05n01_01.
[113]
Moeller, K. et al. 2011. Effects of finger counting on numerical development – the opposing views of neurocognition and mathematics education. Frontiers in Psychology. 2, (2011), 1–5. DOI:https://doi.org/10.3389/fpsyg.2011.00328.
[114]
Muter, Valerie 2004. Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study. Developmental Psychology. 40, 5 (2004), 665–681.
[115]
National Foundation for Educational Research in England and Wales. Educational research. Educational research.
[116]
Nowicki, E.A. and Sandieson, R. 2002. A Meta-Analysis of School-Age Children’s Attitudes Towards Persons with Physical or Intellectual Disabilities. International Journal of Disability, Development and Education. 49, 3 (Sep. 2002), 243–265. DOI:https://doi.org/10.1080/1034912022000007270.
[117]
Nunes, T. et al. 1993. Street mathematics and school mathematics. Cambridge University Press.
[118]
Nunes, Terezinha and Bryant, Peter 1996. Children doing mathematics. Blackwell.
[119]
Oakhill, J.V. et al. 2003. The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes. 18, 4 (Aug. 2003), 443–468. DOI:https://doi.org/10.1080/01690960344000008.
[120]
Obst, P. et al. 2002. An exploration of sense of community, Part 3: Dimensions and predictors of psychological sense of community in geographical communities. Journal of Community Psychology. 30, 1 (Jan. 2002), 119–133. DOI:https://doi.org/10.1002/jcop.1054.
[121]
Obst, P.L. and White, K.M. 2004. Revisiting the Sense of Community Index: A confirmatory factor analysis. Journal of Community Psychology. 32, 6 (Nov. 2004), 691–705. DOI:https://doi.org/10.1002/jcop.20027.
[122]
Ofsted Managing Challenging Behaviour: https://www.excellencegateway.org.uk/content/eg1242.
[123]
Ofsted SEN Review: 14AD. https://www.gov.uk/government/publications/special-educational-needs-and-disability-review.
[124]
Opfer, J. and Siegler, R. 2007. Representational change and children’s numerical estimation. Cognitive Psychology. 55, 3 (Nov. 2007), 169–195. DOI:https://doi.org/10.1016/j.cogpsych.2006.09.002.
[125]
Osborne, C. et al. 2010. Paired Reading as a Literacy Intervention for Foster Children. Adoption & Fostering. 34, 4 (Dec. 2010), 17–26. DOI:https://doi.org/10.1177/030857591003400403.
[126]
Osterman, K.F. 2000. Students’ Need for Belonging in the School Community. Review of Educational Research. 70, 3 (Jan. 2000), 323–367. DOI:https://doi.org/10.3102/00346543070003323.
[127]
Palincsar, A.S. et al. 1987. Peer Interaction in Reading comprehension Instruction. Educational Psychologist. 22, 3–4 (Jun. 1987), 231–253. DOI:https://doi.org/10.1080/00461520.1987.9653051.
[128]
Palincsar, A.S. and Klenk, L. 1992. Fostering Literacy Learning in Supportive Contexts. Journal of Learning Disabilities. 25, 4 (Apr. 1992), 211–225. DOI:https://doi.org/10.1177/002221949202500402.
[129]
Palinscar, A.S. and Brown, A.L. 1984. Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and Instruction. 1, 2 (Mar. 1984), 117–175. DOI:https://doi.org/10.1207/s1532690xci0102_1.
[130]
Panayiotopoulos, C. and Kerfoot, M. 2004. A Home and School Support Project for Children Excluded from Primary and First Year Secondary School. Child and Adolescent Mental Health. 9, 3 (Sep. 2004), 109–114. DOI:https://doi.org/10.1111/j.1475-3588.2004.00091.x.
[131]
Parsons, C. 2010. Achieving Zero Permanent Exclusions from School, Social Justice and Economy. FORUM. 52, 3 (2010), 395–404. DOI:https://doi.org/10.2304/forum.2010.52.3.395.
[132]
Payne, A.A. et al. 2003. Schools as Communities: The relationships among communal school organization, student bonding, and school disorder. Criminology. 41, 3 (2003), 749–778. DOI:https://doi.org/10.1111/j.1745-9125.2003.tb01003.x.
[133]
Phelps, Erin and Damon, William Problem Solving With Equals: Peer Collaboration as a Context for Learning Mathematics and Spatial Concepts. Journal of Educational Psychology. 81, 4, 639–646.
[134]
Pooley, J.A. et al. 2008. Critiquing the school community: a qualitative study of children’s conceptualizations of their school. International Journal of Qualitative Studies in Education. 21, 2 (Mar. 2008), 87–98. DOI:https://doi.org/10.1080/09518390701207517.
[135]
Poorer children’s educational attainment: how important are attitudes and behaviour? http://www.jrf.org.uk/publications/educational-attainment-poor-children.
[136]
Pramling, I. 1988. Developing Children’s Thinking about their own Learning. British Journal of Educational Psychology. 58, 3 (Nov. 1988), 266–278. DOI:https://doi.org/10.1111/j.2044-8279.1988.tb00902.x.
[137]
R, Baillargeon 2011. The Acquisition of Physical Knowledge in Infancy: A Summary in Eight Lessons. The Wiley-Blackwell handbook of childhood cognitive development. Wiley-Blackwell. 47–83.
[138]
R, Baillargeon 2011. The Acquisition of Physical Knowledge in Infancy: A Summary in Eight Lessons. The Wiley-Blackwell handbook of childhood cognitive development. Wiley-Blackwell. 47–83.
[139]
Rattan, A. et al. 2012. "It’s ok — Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology. 48, 3 (May 2012), 731–737. DOI:https://doi.org/10.1016/j.jesp.2011.12.012.
[140]
Reid, G. et al. 2013. Expanding horizons for students with dyslexia in the 21st century: universal design and mobile technology. Journal of Research in Special Educational Needs. 13, 3 (Jul. 2013), 175–181. DOI:https://doi.org/10.1111/1471-3802.12013.
[141]
Resnick, L.B. 1976. The nature of intelligence. Erlbaum.
[142]
Rips, L.J. et al. 2008. From numerical concepts to concepts of number. Behavioral and Brain Sciences. 31, 06 (Dec. 2008), 623–687. DOI:https://doi.org/10.1017/S0140525X08005566.
[143]
Roberts, C.M. and Lindsell, J.S. 1997. Children’s Attitudes and Behavioural Intentions Towards Peers with Disabilities. International Journal of Disability, Development and Education. 44, 2 (Jun. 1997), 133–145. DOI:https://doi.org/10.1080/0156655970440205.
[144]
Roberts, C.M. and Smith, P.R. 1999. Attitudes and Behaviour of Children Toward Peers with Disabilities. International Journal of Disability, Development and Education. 46, 1 (1999), 35–50. DOI:https://doi.org/10.1080/103491299100713.
[145]
Royal, M.A. and Rossi, R.J. 1996. Individual-level correlates of sense of community: Findings from workplace and school. Journal of Community Psychology. 24, 4 (Oct. 1996), 395–416.
[146]
Salmon, A.K. 2008. Promoting a Culture of Thinking in the Young Child. Early Childhood Education Journal. 35, 5 (Apr. 2008), 457–461. DOI:https://doi.org/10.1007/s10643-007-0227-y.
[147]
Salovey, Peter and Sluyter, David J. 1997. Emotional development and emotional intelligence: educational implications. Basic Books.
[148]
Schneider, Michael1 The Developmental Relations Between Conceptual and Procedural Knowledge: A Multimethod Approach. Developmental Psychology. 46, 1, 178–192.
[149]
Schneider, W. and Artelt, C. 2010. Metacognition and mathematics education. ZDM. 42, 2 (Apr. 2010), 149–161. DOI:https://doi.org/10.1007/s11858-010-0240-2.
[150]
Shayer, Michael. and Adhami, Mundher. 2010. Realizing the cognitive potential of children 5-7 with a mathematics focus: Post-test and long-term effects of a 2-year intervention. British Journal of Educational Psychology. 80, 3 (Sep. 2010), 363–379. DOI:https://doi.org/10.1348/000709909X482363.
[151]
Short, Elizabeth J.1,2 Relationship Between Memory and Metamemory Performance: A Comparison of Specific and General Strategy Knowledge. Journal of Educational Psychology. 85, 3, 412–423.
[152]
Siegler, Robert S. Conscious and Unconscious Strategy Discoveries: A Microgenetic Analysis. Journal of Experimental Psychology: General. 127, 4, 377–397.
[153]
Siegler, Robert S. 2005. Development of academic skills. Children’s thinking. Pearson/Prentice Hall. 381–421.
[154]
Siegler, Robert S. 2005. Development of academic skills. Children’s thinking. Pearson/Prentice Hall. 381–421.
[155]
Siegler, R.S. 2003. Implications of cognitive science research for mathematics education. A research companion to principles and standards for school mathematics. J. Kilpatrick et al., eds. National Council of Teachers of Mathematics. 289–303.
[156]
Small, M.L. et al. 2010. Reconsidering Culture and Poverty. The ANNALS of the American Academy of Political and Social Science. 629, 1 (2010), 6–27. DOI:https://doi.org/10.1177/0002716210362077.
[157]
Snowling, Margaret J. 2000. Dyslexia. Blackwell Publishers.
[158]
Snowling, Margaret J. and Hulme, Charles 2005. The science of reading: a handbook. Blackwell.
[159]
Snowling, Margaret J. and Hulme, Charles 2005. The science of reading: a handbook. Blackwell.
[160]
Snowling, M.J. and Hulme, C. 2012. Annual Research Review: The nature and classification of reading disorders - a commentary on proposals for DSM-5. Journal of Child Psychology and Psychiatry. 53, 5 (May 2012), 593–607. DOI:https://doi.org/10.1111/j.1469-7610.2011.02495.x.
[161]
Snowling, M.J. and Hulme, C. 2005. The science of reading: a handbook. Blackwell.
[162]
Snyder, C.R. 2002. TARGET ARTICLE: Hope Theory: Rainbows in the Mind. Psychological Inquiry. 13, 4 (Oct. 2002), 249–275. DOI:https://doi.org/10.1207/S15327965PLI1304_01.
[163]
Social inequality: can schools narrow the gap? 15AD. https://www.bera.ac.uk/researchers-resources/publications/social-inequality-can-schools-narrow-the-gap.
[164]
Sperling, R.A. et al. 2012. The Measurement and Predictive Ability of Metacognition in Middle School Learners. The Journal of Educational Research. 105, 1 (Jan. 2012), 1–7. DOI:https://doi.org/10.1080/00220671.2010.514690.
[165]
Sternberg, Robert J. and Grigorenko, Elena 2002. Dynamic testing: the nature and measurement of learning potential. Cambridge University Press.
[166]
Sturgess, Judy Dunn, Lisa Davies, W. 2001. Young children’s perceptions of their relationships with family members: Links with family setting, friendships, and adjustment. International Journal of Behavioral Development. 25, 6 (Nov. 2001), 521–529. DOI:https://doi.org/10.1080/01650250042000500.
[167]
Sutton Trust - Social Mobility and Education: http://www.suttontrust.com/researcharchive/social-mobility-education/.
[168]
The Achievement Gap: 15AD. https://www.bera.ac.uk/researchers-resources/publications/the-achievement-gap.
[169]
The Treatment Effect of School Exclusion on Unemployment by Alex Sutherland, Manuel Eisner :: SSRN: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2380956.
[170]
Uchino, B.N. 2006. Social Support and Health: A Review of Physiological Processes Potentially Underlying Links to Disease Outcomes. Journal of Behavioral Medicine. 29, 4 (Aug. 2006), 377–387. DOI:https://doi.org/10.1007/s10865-006-9056-5.
[171]
Using Appreciative Inquiry in educational research: Possibilities and limitations: http://www.nfer.ac.uk/publications/aen01/aen01_home.cfm.
[172]
Uttal, D.H. et al. 1997. Manipulatives as symbols: A new perspective on the use of concrete objects to teach mathematics. Journal of Applied Developmental Psychology. 18, 1 (1997), 37–54. DOI:https://doi.org/10.1016/S0193-3973(97)90013-7.
[173]
Vellutino, F.R. et al. 1996. Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology. 88, 4 (1996), 601–638.
[174]
Vellutino, F.R. et al. 2004. Specific reading disability (dyslexia): what have we learned in the past four decades? Journal of Child Psychology and Psychiatry. 45, 1 (Jan. 2004), 2–40. DOI:https://doi.org/10.1046/j.0021-9630.2003.00305.x.
[175]
Victor Battistich, Daniel Solomon, Dong-il Kim, Marilyn Watson and Eric Schaps 1995. Schools as Communities, Poverty Levels of Student Populations, and Students’ Attitudes, Motives, and Performance: A Multilevel Analysis. American Educational Research Journal. 32, 3 (1995), 627–658.
[176]
Vygotskiĭ, L.S. and Cole, M. 1978. Mind in society: the development of higher psychological processes. Harvard University Press.
[177]
Wastell, D. and White, S. 2012. Blinded by neuroscience: social policy, the family and the infant brain. Families, Relationships and Societies. 1, 3 (Nov. 2012), 397–414. DOI:https://doi.org/10.1332/204674312X656301.
[178]
Weil, L.G. et al. 2013. The development of metacognitive ability in adolescence. Consciousness and Cognition. 22, 1 (Mar. 2013), 264–271. DOI:https://doi.org/10.1016/j.concog.2013.01.004.
[179]
Wentzel, K.R. and Wigfield, A. 2007. Motivational Interventions That Work: Themes and Remaining Issues. Educational Psychologist. 42, 4 (2007), 261–271. DOI:https://doi.org/10.1080/00461520701621103.
[180]
White, S. et al. 2006. The role of sensorimotor impairments in dyslexia: a multiple case study of dyslexic children. Developmental Science. 9, 3 (2006), 237–255. DOI:https://doi.org/10.1111/j.1467-7687.2006.00483.x.
[181]
Williams, W. 2002. Practical Intelligence for School: Developing Metacognitive Sources of Achievement in Adolescence. Developmental Review. 22, 2 (Jun. 2002), 162–210. DOI:https://doi.org/10.1006/drev.2002.0544.
[182]
Witten, K. et al. 2007. The place of schools in parents’ community belonging. New Zealand Geographer. 63, 2 (Aug. 2007), 141–148. DOI:https://doi.org/10.1111/j.1745-7939.2007.00097.x.
[183]
Yarrow, F. and Topping, K.J. 2001. Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology. 71, 2 (Jun. 2001), 261–282. DOI:https://doi.org/10.1348/000709901158514.
[184]
Ziegler, J.C. and Goswami, U. 2006. Becoming literate in different languages: similar problems, different solutions. Developmental Science. 9, 5 (Sep. 2006), 429–436. DOI:https://doi.org/10.1111/j.1467-7687.2006.00509.x.
[185]
Ziegler, Johannes C. Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin. 131, 1, 3–29.
[186]
2001. Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process. Journal of Educational Psychology. 93, 2 (2001), 346–362.
[187]
2011. Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students With Learning Disabilities. Learning Disability Quarterly. 34, 4 (Nov. 2011), 262–272. DOI:https://doi.org/10.1177/0731948711421762.
[188]
Journal of Child Psychology and Psychiatry, and Allied Disciplines. 53, 5.
[189]
The theory of planned behavior. Organizational Behavior and Human Decision Processes. DOI:https://doi.org/0749-5978(91)90020-T.