1
Birch S, Cline T, Gulliford A. Educational psychology: topics in applied psychology. Second edition. London: : Routledge 2015. doi:10.4324/9781315719962
2
Ames, Carole. Classrooms: Goals, Structures, and Student Motivation. Journal of Educational Psychology;84:261–71.http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00004760-199209000-00002&LSLINK=80&D=ovft
3
Deci EL, Ryan RM. Intrinsic Motivation and Self-Determination in Human Behavior. Boston, MA: : Springer US 1985. doi:10.1007/978-1-4899-2271-7
4
Wentzel KR, Wigfield A. Motivational Interventions That Work: Themes and Remaining Issues. Educational Psychologist 2007;42:261–71. doi:10.1080/00461520701621103
5
Challenge and Motivation. http://education.purduecal.edu/vockell/edpsybook/edpsy5/edpsy5_challenge.htm
6
Rattan A, Good C, Dweck CS. "It’s ok — Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology 2012;48:731–7. doi:10.1016/j.jesp.2011.12.012
7
Salovey, Peter, Sluyter, David J. Emotional development and emotional intelligence: educational implications. 1st ed. New York: : Basic Books 1997.
8
Heider, Fritz. The psychology of interpersonal relations. New York: : Wiley 1958. http://ovidsp.ovid.com/ovidweb.cgi?T=JS&NEWS=N&PAGE=toc&SEARCH=2004-21806.dd&LINKTYPE=asBody&D=psbk
9
Frederickson, Norah, Miller, Andy, Cline, Tony. Educational psychology: topics in applied psychology. London: : Hodder Education 2008. https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://shib-idp.ucl.ac.uk/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781444116861
10
Frederickson NL, Furnham AF. Peer-assessed behavioural characteristics and sociometric rejection: Differences between pupils who have moderate learning difficulties and their mainstream peers. British Journal of Educational Psychology 2004;74:391–410. doi:10.1348/0007099041552305
11
Lindsay G. Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology 2007;77:1–24. doi:10.1348/000709906X156881
12
Inclusive Education Research & Practice - Bui et al. article, Topic 2 on Moodle. https://moodle.ucl.ac.uk/course/view.php?id=22103
13
Frederickson N, Simmonds E, Evans L, et al. Assessing the social and affective outcomes of inclusion. British Journal of Special Education 2007;34:105–15. doi:10.1111/j.1467-8578.2007.00463.x
14
Frank M. Gresham. Social Competence and Affective Characteristics of Students with Mild Disabilities. Review of Educational Research 1997;67:377–415.http://www.jstor.org/stable/info/1170514
15
Jaana Juvonen, & Bernard Weiner. An Attributional Analysis of Students’ Interactions: The Social Consequences of Perceived Responsibility. Educational Psychology Review 1993;5:325–45.http://www.jstor.org/stable/info/23359296
16
The theory of planned behavior. Organizational Behavior and Human Decision Processes doi:0749-5978(91)90020-T
17
Maras P, Brown R. Effects of Contact on Children’s Attitudes Toward Disability: A Longitudinal Study1. Journal of Applied Social Psychology 1996;26:2113–34. doi:10.1111/j.1559-1816.1996.tb01790.x
18
Maras P, Brown R. Effects of different forms of school contact on children’s attitudes toward disabled and non-disabled peers. British Journal of Educational Psychology 2000;70:337–51. doi:10.1348/000709900158164
19
Nowicki EA, Sandieson R. A Meta-Analysis of School-Age Children’s Attitudes Towards Persons with Physical or Intellectual Disabilities. International Journal of Disability, Development and Education 2002;49:243–65. doi:10.1080/1034912022000007270
20
Roberts CM, Lindsell JS. Children’s Attitudes and Behavioural Intentions Towards Peers with Disabilities. International Journal of Disability, Development and Education 1997;44:133–45. doi:10.1080/0156655970440205
21
Roberts CM, Smith PR. Attitudes and Behaviour of Children Toward Peers with Disabilities. International Journal of Disability, Development and Education 1999;46:35–50. doi:10.1080/103491299100713
22
Colley D. Nurture groups in secondary schools. Emotional and Behavioural Difficulties 2009;14:291–300. doi:10.1080/13632750903303120
23
Garner J, Thomas M. The role and contribution of Nurture Groups in secondary schools: perceptions of children, parents and staff. Emotional and Behavioural Difficulties 2011;16:207–24. doi:10.1080/13632752.2011.569410
24
Jones D, Monsen J, Franey J. Using the Staff Sharing Scheme to support school staff in managing challenging behaviour more effectively. Educational Psychology in Practice 2013;29:258–77. doi:10.1080/02667363.2013.820173
25
MacFarlane K, Woolfson LM. 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 2013;29:46–52. doi:10.1016/j.tate.2012.08.006
26
Brown G. Metacognition: New insights into old problems? British Journal of Educational Studies 1984;32:213–9. doi:10.1080/00071005.1984.9973688
27
Kuhn D, Dean, Jr. D. Metacognition: A Bridge Between Cognitive Psychology and Educational Practice. Theory Into Practice 2004;43:268–73. doi:10.1207/s15430421tip4304_4
28
Doran C, Cameron RJ. Learning About Learning: Metacognitive Approaches in the Classroom. Educational Psychology in Practice 1995;11:15–23. doi:10.1080/0266736950110203
29
Adey P, Robertson A, Venville G. Effects of a cognitive acceleration programme on Year I pupils. British Journal of Educational Psychology 2002;72:1–25. doi:10.1348/000709902158748
30
Baird JR. Improving learning through enhanced metacognition: a classroom study. European Journal of Science Education 1986;8:263–82. doi:10.1080/0140528860080303
31
Williams W. Practical Intelligence for School: Developing Metacognitive Sources of Achievement in Adolescence. Developmental Review 2002;22:162–210. doi:10.1006/drev.2002.0544
32
Weil LG, Fleming SM, Dumontheil I, et al. The development of metacognitive ability in adolescence. Consciousness and Cognition 2013;22:264–71. doi:10.1016/j.concog.2013.01.004
33
Adey P, Shayer M. An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum. Cognition and Instruction 1993;11:1–29.https://www.jstor.org/stable/3233671
34
Aleven VAWMM, Koedinger KR. An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor. Cognitive Science 2002;26:147–79. doi:10.1207/s15516709cog2602_1
35
Boulware-Gooden R, Carreker S, Thornhill A, et al. Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students. The Reading Teacher 2007;61:70–7. doi:10.1598/RT.61.1.7
36
Burke LA, Williams JM. The impact of a thinking skills intervention on children’s concepts of intelligence. Thinking Skills and Creativity 2012;7:145–52. doi:10.1016/j.tsc.2012.01.001
37
Cardelle-Elawar M. Effects of metacognitive instruction on low achievers in mathematics problems. Teaching and Teacher Education 1995;11:81–95. doi:10.1016/0742-051X(94)00019-3
38
Carr M, Alexander J, Folds-Bennett T. Metacognition and mathematics strategy use. Applied Cognitive Psychology 1994;8:583–95. doi:10.1002/acp.2350080605
39
Chi MTH. Constructing Self-Explanations and Scaffolded Explanations in Tutoring. Applied Cognitive Psychology 1996;10:33–49. doi:https://doi.org/10.1002/ACP436
40
Danoff B, Harris K, Graham S. 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 1990;25:295–322. doi:10.1080/10862969009547819
41
Dewey J, Bento J. Activating children’s thinking skills (ACTS): The effects of an infusion approach to teaching thinking in primary schools. British Journal of Educational Psychology 2009;79:329–51. doi:10.1348/000709908X344754
42
Ferguson N, Currie L-A, Paul M, et al. The longitudinal impact of a comprehensive literacy intervention. Educational Research 2011;53:237–56. doi:10.1080/00131881.2011.598657
43
Greenway C. 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 2002;18:113–37. doi:10.1080/02667360220144557
44
Harris, Karen RPressley, Michael. The Nature of Cognitive Strategy Instruction: Interactive Strategy Construction. Exceptional Children 1991;57.http://search.proquest.com/docview/201085755/fulltextPDF?accountid=14511
45
Hope J. Hartman. From Reciprocal Teaching to Reciprocal Education. Journal of Developmental Education 1994;18:2–32.http://www.jstor.org/stable/42775535?seq=1#page_scan_tab_contents
46
Houtveen AAM, van de Grift WJCM. Effects of metacognitive strategy instruction and instruction time on reading comprehension. School Effectiveness and School Improvement 2007;18:173–90. doi:10.1080/09243450601058717
47
Hu W, Adey P, Jia X, et al. Effects of a ‘Learn to Think’ intervention programme on primary school students. British Journal of Educational Psychology 2011;81:531–57. doi:10.1348/2044-8279.002007
48
Kolić-Vehovec S, Bajšanski I. Comprehension monitoring and reading comprehension in bilingual students. Journal of Research in Reading 2007;30:198–211. doi:10.1111/j.1467-9817.2006.00319.x
49
Kelly M, Moore DW, Tuck BF. Reciprocal Teaching in a Regular Primary School Classroom. The Journal of Educational Research 1994;88:53–61. doi:10.1080/00220671.1994.9944834
50
Lubliner S, Smetana L. The Effects of Comprehensive Vocabulary Instruction on Title I Students’ Metacognitive Word-Learning Skills and Reading Comprehension. Journal of Literacy Research 2005;37:163–200. doi:10.1207/s15548430jlr3702_3
51
Male DB. Helping Children with Learning Difficulties to Employ Mnemonic Strategies: A Role for Educational Psychologists. Educational Psychology in Practice 1995;11:10–7. doi:10.1080/0266736950110102
52
Mevarech ZR, Kramarski B. The effects of metacognitive training versus worked-out examples on students’ mathematical reasoning. British Journal of Educational Psychology 2003;73:449–71. doi:10.1348/000709903322591181
53
Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students With Learning Disabilities. Learning Disability Quarterly 2011;34:262–72. doi:10.1177/0731948711421762
54
Maqsud M. Effects of metacognitive instruction on mathematics achievement and attitude towards mathematics of low mathematics achievers. Educational Research 1998;40:237–43. doi:10.1080/0013188980400210
55
Palinscar AS, Brown AL. Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and Instruction 1984;1:117–75. doi:10.1207/s1532690xci0102_1
56
Palincsar AS, Brown AL, Martin SM. Peer Interaction in Reading comprehension Instruction. Educational Psychologist 1987;22:231–53. doi:10.1080/00461520.1987.9653051
57
Palincsar AS, Klenk L. Fostering Literacy Learning in Supportive Contexts. Journal of Learning Disabilities 1992;25:211–25. doi:10.1177/002221949202500402
58
Salmon AK. Promoting a Culture of Thinking in the Young Child. Early Childhood Education Journal 2008;35:457–61. doi:10.1007/s10643-007-0227-y
59
Pramling I. Developing Children’s Thinking about their own Learning. British Journal of Educational Psychology 1988;58:266–78. doi:10.1111/j.2044-8279.1988.tb00902.x
60
Schneider W, Artelt C. Metacognition and mathematics education. ZDM 2010;42:149–61. doi:10.1007/s11858-010-0240-2
61
Shayer Michael, Adhami Mundher. 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 2010;80:363–79. doi:10.1348/000709909X482363
62
Sperling RA, Richmond AS, Ramsay CM, et al. The Measurement and Predictive Ability of Metacognition in Middle School Learners. The Journal of Educational Research 2012;105:1–7. doi:10.1080/00220671.2010.514690
63
Yarrow F, Topping KJ. Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology 2001;71:261–82. doi:10.1348/000709901158514
64
Ashman AF, Conway RNF. Using cognitive methods in the classroom. London: : Routledge 1993.
65
Resnick LB. The nature of intelligence. Hillsdale, N.J.: : Erlbaum 1976.
66
Short, Elizabeth J.1,2. Relationship Between Memory and Metamemory Performance: A Comparison of Specific and General Strategy Knowledge. Journal of Educational Psychology;85:412–23.http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00004760-199309000-00003&LSLINK=80&D=ovft
67
Elliott J. Dynamic Assessment in Educational Settings: Realising potential. Educational Review 2003;55:15–32. doi:10.1080/00131910303253
68
Frederickson N, Cline T. Special educational needs, inclusion and diversity. Third edition. Maidenhead, Berkshire, England: : McGraw Hill/Open University Press 2015. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1172057&site=ehost-live&scope=site
69
Jensen, M. Mediating knowledge construction. Educational and child psychology 2001;20.http://encore.ulrls.lon.ac.uk/iii/encore/record/C__Rb1735175__Seducational%2520and%2520child%2520psychology__Orightresult__X5;jsessionid=6D1228ACE65A355678CC763A8501C872?lang=eng&suite=cobalt
70
Alloway TP, Alloway RG. Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology 2010;106:20–9. doi:10.1016/j.jecp.2009.11.003
71
Duckworth AL, Seligman MEP. Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. Psychological Science 2005;16:939–44. doi:10.1111/j.1467-9280.2005.01641.x
72
Dynamic Assessment and Response to Intervention: Two Sides of One Coin - ProQuest. http://search.proquest.com/docview/194230253/1424695E3562E843782/2?accountid=14511
73
Gipps, C. V. Beyond testing: towards a theory of educational assessment. London: : RoutledgeFalmer 1994. https://www.taylorfrancis.com/books/9780203486009
74
Missiuna C, Samuels M. Dynamic Assessment. Special Services in the Schools 1989;5:1–22. doi:10.1300/J008v05n01_01
75
Sternberg, Robert J., Grigorenko, Elena. Dynamic testing: the nature and measurement of learning potential. Cambridge, UK: : Cambridge University Press 2002.
76
Gipps CV. Beyond testing: towards a theory of educational assessment. London: : RoutledgeFalmer 1994. https://www.taylorfrancis.com/books/9780203486009
77
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
78
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
79
Vygotskiĭ LS, Cole M. Mind in society: the development of higher psychological processes. Cambridge, Mass: : Harvard University Press 1978.
80
Chavis DM, Hogge JH, McMillan DW, et al. Sense of community through Brunswik’s lens: A first look. Journal of Community Psychology 1986;14:24–40.https://onlinelibrary.wiley.com/doi/abs/10.1002/1520-6629%28198601%2914%3A1%3C24%3A%3AAID-JCOP2290140104%3E3.0.CO%3B2-P
81
Chipuer HM, Pretty GMH. A review of the sense of community index: Current uses, factor structure, reliability, and further development. Journal of Community Psychology 1999;27:643–58.https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291520-6629%28199911%2927%3A6%3C643%3A%3AAID-JCOP2%3E3.0.CO%3B2-B
82
Frederickson N, Simmonds E, Evans L, et al. Assessing the social and affective outcomes of inclusion. British Journal of Special Education 2007;34:105–15. doi:10.1111/j.1467-8578.2007.00463.x
83
McMillan DW, Chavis DM. Sense of community: A definition and theory. Journal of Community Psychology 1986;14:6–23.https://onlinelibrary.wiley.com/doi/abs/10.1002/1520-6629%28198601%2914%3A1%3C6%3A%3AAID-JCOP2290140103%3E3.0.CO%3B2-I
84
Frederickson N, Simmonds E, Evans L, et al. Assessing the social and affective outcomes of inclusion. British Journal of Special Education 2007;34:105–15. doi:10.1111/j.1467-8578.2007.00463.x
85
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
86
Albanesi C, Cicognani E, Zani B. Sense of community, civic engagement and social well-being in Italian adolescents. Journal of Community & Applied Social Psychology 2007;17:387–406. doi:10.1002/casp.903
87
Bastian B, Haslam N. Excluded from humanity: The dehumanizing effects of social ostracism. Journal of Experimental Social Psychology 2010;46:107–13. doi:10.1016/j.jesp.2009.06.022
88
Victor Battistich, Daniel Solomon, Dong-il Kim, Marilyn Watson and Eric Schaps. Schools as Communities, Poverty Levels of Student Populations, and Students’ Attitudes, Motives, and Performance: A Multilevel Analysis. American Educational Research Journal 1995;32:627–58.http://www.jstor.org/stable/1163326
89
Battistich V, Hom A. The relationship between students’ sense of their school as a community and their involvement in problem behaviors. American Journal of Public Health 1997;87:1997–2001. doi:10.2105/AJPH.87.12.1997
90
Baumeister RF, Leary MR. The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin 1995;117:497–529.http://ovidsp.tx.ovid.com/sp-3.33.0b/ovidweb.cgi?QS2=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
91
Chiessi M, Cicognani E, Sonn C. Assessing Sense of Community on adolescents: validating the brief scale of Sense of Community in adolescents (SOC-A). Journal of Community Psychology 2010;38:276–92. doi:10.1002/jcop.20364
92
Obst PL, White KM. Revisiting the Sense of Community Index: A confirmatory factor analysis. Journal of Community Psychology 2004;32:691–705. doi:10.1002/jcop.20027
93
Osterman KF. Students’ Need for Belonging in the School Community. Review of Educational Research 2000;70:323–67. doi:10.3102/00346543070003323
94
Royal MA, Rossi RJ. Individual-level correlates of sense of community: Findings from workplace and school. Journal of Community Psychology 1996;24:395–416.https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291520-6629%28199610%2924%3A4%3C395%3A%3AAID-JCOP8%3E3.0.CO%3B2-T
95
Sturgess, Judy Dunn, Lisa Davies W. Young children’s perceptions of their relationships with family members: Links with family setting, friendships, and adjustment. International Journal of Behavioral Development 2001;25:521–9. doi:10.1080/01650250042000500
96
Chavis DM, Pretty GMH. Sense of community: Advances in measurement and application. Journal of Community Psychology 1999;27:635–42.https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291520-6629%28199911%2927%3A6%3C635%3A%3AAID-JCOP1%3E3.0.CO%3B2-F
97
Payne AA, Gottfredson DC, Gottfredson GD. Schools as Communities: The relationships among communal school organization, student bonding, and school disorder. Criminology 2003;41:749–78. doi:10.1111/j.1745-9125.2003.tb01003.x
98
Bond L, Butler H, Thomas L, et al. Social and School Connectedness in Early Secondary School as Predictors of Late Teenage Substance Use, Mental Health, and Academic Outcomes. Journal of Adolescent Health 2007;40:357.e9-357.e18. doi:10.1016/j.jadohealth.2006.10.013
99
Cairns, Robert B., Cairns, Beverley D. Lifelines and risks: pathways of youth in our time. New York: : Harvester Wheatsheaf 1994.
100
Herrero J, Gracia E. Measuring perceived community support: Factorial structure, longitudinal invariance, and predictive validity of the PCSQ (perceived community support questionnaire). Journal of Community Psychology 2007;35:197–217. doi:10.1002/jcop.20143
101
Obst P, Smith SG, Zinkiewicz L. An exploration of sense of community, Part 3: Dimensions and predictors of psychological sense of community in geographical communities. Journal of Community Psychology 2002;30:119–33. doi:10.1002/jcop.1054
102
Pooley JA, Breen L, Pike LT, et al. Critiquing the school community: a qualitative study of children’s conceptualizations of their school. International Journal of Qualitative Studies in Education 2008;21:87–98. doi:10.1080/09518390701207517
103
Uchino BN. Social Support and Health: A Review of Physiological Processes Potentially Underlying Links to Disease Outcomes. Journal of Behavioral Medicine 2006;29:377–87. doi:10.1007/s10865-006-9056-5
104
Witten K, McCreanor T, Kearns R. The place of schools in parents’ community belonging. New Zealand Geographer 2007;63:141–8. doi:10.1111/j.1745-7939.2007.00097.x
105
HeinOnline Printing. http://www.heinonline.org/HOL/Print?handle=hein.journals/crim41&div=35&collection=journals&set_as_cursor=1&men_tab=srchresults
106
Building Community in School | Developmental Studies Center. http://www.devstu.org/research-articles-and-papers-building-community-in-school-the-child-development-project
107
Maddox SJ, Prinz RJ. School bonding in children and adolescents: Conceptualisation, assessment and associated variables. Clinical Child and Family Psychology Review 2003;6:31–49. doi:10.1023/A:1022214022478
108
Using Appreciative Inquiry in educational research: Possibilities and limitations. http://www.nfer.ac.uk/publications/aen01/aen01_home.cfm
109
Catalano RF, Oesterle S, Fleming CB, et al. The Importance of Bonding to School for Healthy Development: Findings from the Social Development Research Group. Journal of School Health 2004;74:252–61. doi:10.1111/j.1746-1561.2004.tb08281.x
110
Poorer children’s educational attainment: how important are attitudes and behaviour? http://www.jrf.org.uk/publications/educational-attainment-poor-children
111
Sutton Trust - Social Mobility and Education. http://www.suttontrust.com/researcharchive/social-mobility-education/
112
Hartas D. Families’ social backgrounds matter: socio-economic factors, home learning and young children’s language, literacy and social outcomes. British Educational Research Journal 2011;37:893–914. doi:10.1080/01411926.2010.506945
113
The Achievement Gap. 15AD.https://www.bera.ac.uk/researchers-resources/publications/the-achievement-gap
114
Osborne C, Alfano J, Winn T. Paired Reading as a Literacy Intervention for Foster Children. Adoption & Fostering 2010;34:17–26. doi:10.1177/030857591003400403
115
Social inequality: can schools narrow the gap? 15AD.https://www.bera.ac.uk/researchers-resources/publications/social-inequality-can-schools-narrow-the-gap
116
Keith E. Stanovich. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy. Reading Research Quarterly;21:360–407.http://www.jstor.org/stable/747612
117
Harvey Goldstein and Geoffrey Woodhouse. School Effectiveness Research and Educational Policy. Oxford Review of Education 2000;26:353–63.http://www.jstor.org/stable/1050763
118
IZA - Institute for the Study of Labor. http://www.iza.org/en/webcontent/publications/papers/viewAbstract?dp_id=6149
119
Ofsted SEN Review. 14AD.https://www.gov.uk/government/publications/special-educational-needs-and-disability-review
120
Hirschman AO. The rhetoric of reaction: perversity, futility, jeopardy. Cambridge, Mass: : Belknap Press 1991.
121
Small ML, Harding DJ, Lamont M. Reconsidering Culture and Poverty. The ANNALS of the American Academy of Political and Social Science 2010;629:6–27. doi:10.1177/0002716210362077
122
Snyder CR. TARGET ARTICLE: Hope Theory: Rainbows in the Mind. Psychological Inquiry 2002;13:249–75. doi:10.1207/S15327965PLI1304_01
123
Wastell D, White S. Blinded by neuroscience: social policy, the family and the infant brain. Families, Relationships and Societies 2012;1:397–414. doi:10.1332/204674312X656301
124
Siegler, Robert S. Development of academic skills. In: Children’s thinking. Upper Saddle River, N.J.: : Pearson/Prentice Hall 2005. 381–421.https://contentstore.cla.co.uk/secure/link?id=80d60cb4-3420-f011-81a2-de36721ebb7e
125
Goswami, Usha C. Reading and mathematical development. In: Cognitive development: the learning brain. Hove: : Psychology Press 2008. 334–71.https://bibliu.com/app/?bibliuMagicToken=tx4Gi2NSlSpgBA6cu45ZMSBIVV2g0esk#/view/books/9781317410041/epub/OEBPS/html/ch18.html#page_458
126
Goswami, Usha C. Blackwell handbook of childhood cognitive development. Hoboken, NJ: : Wiley InterScience 2007. http://dx.doi.org/10.1002/9780470996652
127
R, Baillargeon. The Acquisition of Physical Knowledge in Infancy: A Summary in Eight Lessons. In: The Wiley-Blackwell handbook of childhood cognitive development. Oxford: : Wiley-Blackwell 2011. 47–83.https://ucl.primo.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=14387402700004761&institutionId=4761&customerId=4760&VE=true
128
Ziegler JC, Goswami U. Becoming literate in different languages: similar problems, different solutions. Developmental Science 2006;9:429–36. doi:10.1111/j.1467-7687.2006.00509.x
129
Ziegler, Johannes C. Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin;131:3–29.http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00006823-200501000-00001&LSLINK=80&D=ovft
130
Castles A, Coltheart M. Is there a causal link from phonological awareness to success in learning to read? Cognition 2004;91:77–111. doi:10.1016/S0010-0277(03)00164-1
131
Muter, Valerie. Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study. Developmental Psychology 2004;40:665–81.http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00063061-200409000-00002&LSLINK=80&D=ovft
132
Oakhill JV, Cain K, Bryant PE. The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes 2003;18:443–68. doi:10.1080/01690960344000008
133
Cain, Kate. Reading development and difficulties: an introduction. Oxford: : Wiley-Blackwell 2010.
134
Hallam S, Castle F. Exclusion from School: What can help prevent it? Educational Review 2001;53:169–79. doi:10.1080/00131910120055598
135
Panayiotopoulos C, Kerfoot M. A Home and School Support Project for Children Excluded from Primary and First Year Secondary School. Child and Adolescent Mental Health 2004;9:109–14. doi:10.1111/j.1475-3588.2004.00091.x
136
Kinder, Kay, Wilkin, Anne, Wakefield, Alison, et al. Exclusion: who needs it? Slough, Berkshire: : National Foundation for Educational Research 1997.
137
Parsons C. Achieving Zero Permanent Exclusions from School, Social Justice and Economy. FORUM 2010;52:395–404. doi:10.2304/forum.2010.52.3.395
138
Charlton T, Panting C, Willis H. Targeting exclusion, disaffection and truancy in secondary schools. Emotional and Behavioural Difficulties 2004;9:261–75. doi:10.1177/1363275204050372
139
Fenning P, Rose J. Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy. Urban Education 2007;42:536–59. doi:10.1177/0042085907305039
140
ACE Education Advice CIC & ACE Education Training LLP | Search Results. http://www.ace-ed.org.uk/publications/download-advice-booklets/fixed-period-exclusion
141
Burton S. ‘Over To You’: Group work to help pupils avoid school exclusion. Educational Psychology in Practice 2006;22:215–36. doi:10.1080/02667360600845778
142
Gillborn D. Ethnicity and Educational Performance in the United Kingdom: Racism, Ethnicity, and Variability in Achievement. Anthropology Education Quarterly 1997;28:375–93. doi:10.1525/aeq.1997.28.3.375
143
Hallam S. 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 2007;12:106–12. doi:10.1111/j.1475-3588.2007.00442.x
144
Lloyd G, Stead J, Kendrick A. Joined-up approaches to prevent school exclusion. Emotional and Behavioural Difficulties 2003;8:77–91. doi:10.1080/13632750300507007
145
Ofsted Managing Challenging Behaviour. https://www.excellencegateway.org.uk/content/eg1242
146
National Foundation for Educational Research in England and Wales. Educational research.
Educational research. http://catalogue.ulrls.lon.ac.uk/search~S/i?00131881
147
The Treatment Effect of School Exclusion on Unemployment by Alex Sutherland, Manuel Eisner :: SSRN. http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2380956
148
Frederickson, Norah. Do modern methods of teaching reading cause dyslexia? In: Educational psychology: topics in applied psychology. London: : Hodder Education 2008. 103–20.http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781444116861
149
Duff FJ, Clarke PJ. Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? Journal of Child Psychology and Psychiatry 2011;52:3–12. doi:10.1111/j.1469-7610.2010.02310.x
150
Snowling, Margaret J., Hulme, Charles. The science of reading: a handbook. Malden: : Blackwell 2005.
151
Breznitz, Zvia. Reading, writing, mathematics and the developing brain: listening to many voices. Dordrecht: : Springer 2012. doi:http://dx.doi.org/10.1007/978-94-007-4086-0
152
Vellutino FR, Fletcher JM, Snowling MJ, et al. Specific reading disability (dyslexia): what have we learned in the past four decades? Journal of Child Psychology and Psychiatry 2004;45:2–40. doi:10.1046/j.0021-9630.2003.00305.x
153
White S, Milne E, Rosen S, et al. The role of sensorimotor impairments in dyslexia: a multiple case study of dyslexic children. Developmental Science 2006;9:237–55. doi:10.1111/j.1467-7687.2006.00483.x
154
Aylward, E.H. Instructional treatment associated with changes in brain activation in children with dyslexia. Neurology 22AD;61:212–9.http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00006114-200307220-00014&LSLINK=80&D=ovft
155
Hatcher PJ, Hulme C, Snowling MJ. Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry 2004;45:338–58. doi:10.1111/j.1469-7610.2004.00225.x
156
Snowling, Margaret J. Dyslexia. 2nd ed. Malden, MA: : Blackwell Publishers 2000.
157
Journal of Child Psychology and Psychiatry, and Allied Disciplines. ;53.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3492851/
158
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
159
Vellutino FR, Scanlon DM, Sipay ER, et al. 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 1996;88:601–38.http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00004760-199612000-00002&LSLINK=80&D=ovft
160
Reid G, Strnadová I, Cumming T. Expanding horizons for students with dyslexia in the 21st century: universal design and mobile technology. Journal of Research in Special Educational Needs 2013;13:175–81. doi:10.1111/1471-3802.12013
161
Snowling, Margaret J., Hulme, Charles. The science of reading: a handbook. Malden: : Blackwell 2005.
162
Frith U. Paradoxes in the definition of dyslexia. Dyslexia 1999;5:192–214.https://onlinelibrary.wiley.com/doi/10.1002/%28SICI%291099-0909%28199912%295%3A4%3C192%3A%3AAID-DYS144%3E3.0.CO%3B2-N
163
Frederickson N, Frith U. Identifying dyslexia in bilingual children: a phonological approach with inner London Sylheti speakers. Dyslexia 1998;4:119–31.https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291099-0909%28199809%294%3A3%3C119%3A%3AAID-DYS112%3E3.0.CO%3B2-8
164
Goswami U. Neuroscience and education: from research to practice? Nature Reviews Neuroscience 2006;7:406–13. doi:10.1038/nrn1907
165
Karla K. Stuebing. Validity of IQ-Discrepancy Classifications of Reading Disabilities: A Meta-Analysis. American Educational Research Journal 2002;39:469–518.http://www.jstor.org/stable/info/3202529
166
Snowling MJ, Hulme C. The science of reading: a handbook. Malden: : Blackwell 2005.
167
Snowling MJ, Hulme C. Annual Research Review: The nature and classification of reading disorders - a commentary on proposals for DSM-5. Journal of Child Psychology and Psychiatry 2012;53:593–607. doi:10.1111/j.1469-7610.2011.02495.x
168
Siegler, Robert S. Development of academic skills. In: Children’s thinking. Upper Saddle River, N.J.: : Pearson/Prentice Hall 2005. 381–421.https://contentstore.cla.co.uk/secure/link?id=80d60cb4-3420-f011-81a2-de36721ebb7e
169
Goswami, Usha C. Reading and mathematical development. In: Cognitive development: the learning brain. Hove: : Psychology Press 2008. 334–71.https://bibliu.com/app/?bibliuMagicToken=tx4Gi2NSlSpgBA6cu45ZMSBIVV2g0esk#/view/books/9781317410041/epub/OEBPS/html/ch18.html#page_458
170
Siegler RS. Implications of cognitive science research for mathematics education. In: Kilpatrick J, Martin WG, Schifter D, eds. A research companion to principles and standards for school mathematics. Reston, VA: : National Council of Teachers of Mathematics 2003. 289–303.https://contentstore.cla.co.uk/secure/link?id=66cd12f5-1619-f011-81a2-842121568115
171
Goswami, Usha C. Blackwell handbook of childhood cognitive development. Hoboken, NJ: : Wiley InterScience 2007. http://dx.doi.org/10.1002/9780470996652
172
R, Baillargeon. The Acquisition of Physical Knowledge in Infancy: A Summary in Eight Lessons. In: The Wiley-Blackwell handbook of childhood cognitive development. Oxford: : Wiley-Blackwell 2011. 47–83.https://ucl.primo.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=14387402700004761&institutionId=4761&customerId=4760&VE=true
173
Birch S, Cline T, Gulliford A. Educational psychology: topics in applied psychology. Second edition. London: : Routledge 2015. doi:10.4324/9781315719962
174
Ashcraft MH. Math Anxiety: Personal, Educational, and Cognitive Consequences. Current Directions in Psychological Science 2002;11:181–5. doi:10.1111/1467-8721.00196
175
Geary DC. International Differences in Mathematical Achievement: Their Nature, Causes, and Consequences. Current Directions in Psychological Science 1996;5:133–7. doi:10.1111/1467-8721.ep11512344
176
Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process. Journal of Educational Psychology 2001;93:346–62.http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00004760-200106000-00010&LSLINK=80&D=ovft
177
Geary, David C. Reflections of Evolution and Culture in Children’s Cognition: Implications for Mathematical Development and Instruction. American Psychologist;50:24–37.http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000487-199501000-00003&LSLINK=80&D=ovft
178
Hatano G. Social and motivational bases for mathematical understanding. New Directions for Child and Adolescent Development 1988;1988:55–70. doi:10.1002/cd.23219884105
179
Hembree R. The Nature, Effects, and Relief of Mathematics Anxiety. Journal for Research in Mathematics Education 1990;21:33–46. doi:10.2307/749455
180
Moeller K, Martignon L, Wessolowski S, et al. Effects of finger counting on numerical development – the opposing views of neurocognition and mathematics education. Frontiers in Psychology 2011;2:1–5. doi:10.3389/fpsyg.2011.00328
181
Nunes, Terezinha, Bryant, Peter. Children doing mathematics. Oxford: : Blackwell 1996.
182
Nunes T, Carraher DW, Schliemann AD. Street mathematics and school mathematics. Cambridge: : Cambridge University Press 1993.
183
Opfer J, Siegler R. Representational change and children’s numerical estimation. Cognitive Psychology 2007;55:169–95. doi:10.1016/j.cogpsych.2006.09.002
184
Phelps, Erin, Damon, William. Problem Solving With Equals: Peer Collaboration as a Context for Learning Mathematics and Spatial Concepts. Journal of Educational Psychology;81:639–46.http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00004760-198912000-00023&LSLINK=80&D=ovft
185
Rips LJ, Bloomfield A, Asmuth J. From numerical concepts to concepts of number. Behavioral and Brain Sciences 2008;31:623–87. doi:10.1017/S0140525X08005566
186
Schneider, Michael1. The Developmental Relations Between Conceptual and Procedural Knowledge: A Multimethod Approach. Developmental Psychology;46:178–92.http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00063061-201001000-00016&LSLINK=80&D=ovft
187
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;69:21–51.http://www.jstor.org/stable/1170643
188
Siegler, Robert S. Conscious and Unconscious Strategy Discoveries: A Microgenetic Analysis. Journal of Experimental Psychology: General;127:377–97.http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00004785-199812000-00003&LSLINK=80&D=ovft
189
Uttal DH, Scudder KV, DeLoache JS. Manipulatives as symbols: A new perspective on the use of concrete objects to teach mathematics. Journal of Applied Developmental Psychology 1997;18:37–54. doi:10.1016/S0193-3973(97)90013-7
