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Group by: Author | Type
Jump to: A | B | C | F | H | K | L | M | P | R | S | T
Number of items: 41.

A

Allen, JL; Rapee, RM; (2005) Anxiety Disorders. In: Graham, P, (ed.) Cognitive Behaviour Therapy for Children and Families. (pp. 300-319). Cambridge University Press: Cambridge.

Annaz, D; Karmiloff-Smith, A; (2005) Cross-syndrome, cross-domain comparisons of development trajectories. ADRSC-ASSOC DIFFUSION RECHERCHES SCIENCES COGNITIVES

Armstrong, F; (2005) Pupil or 'Patient': difference, disability and education in France. In: Barnes, C and Mercer, G, (eds.) The Social Model of Disability: Europe and the Majority World. (pp. 49-64). The Disability Press: Leeds.

Armstrong, F; Russell, O; Schimanski, E; (2005) Action Research for inclusive education: Innovations in teaching and learning. Education in The North , 13 pp. 14-23.

B

Blatchford, P; (2005) A multi-method approach to the study of school class size differences. International Journal of Social Research Methodology: Theory and Practice , 8 (3) pp. 195-205. 10.1080/13645570500154675.

Blatchford, P; Bassett, P; Brown, P; (2005) Teachers' and pupils' behavior in large and small classes: A systematic observation study of pupils aged 10 and 11 years. Journal of Educational Psychology , 97 (3) pp. 454-467. 10.1037/0022-0663.97.3.454.

C

Carey, AL; Shield, BM; Dockrell, JE; Rigby, K; (2005) A survey of classroom acoustics and remedial treatments. In: (pp. pp. 62-72).

Connelly, V; Dockrell, JE; Barnett, J; (2005) The slow handwriting of undergraduate students constrains overall performance in exam essays. Educational Psychology , 25 (1) pp. 99-107. 10.1080/0144341042000294912.

Cowan, R; (2005) Reasoning by mathematical induction in children's arithmetic. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY , 75 pp. 148-150. 10.1348/000709905X105824.

Cowan, R; Donlan, C; Newton, EJ; Lloyd, D; (2005) Number skills and knowledge in children with specific language impairment. Journal of Educational Psychology , 97 (4) pp. 732-744. 10.1037/0022-0663.97.4.732. Green open access
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F

Flouri, E; (2005) Adult materialism/postmaterialism and later mental health: The role of self-efficacy. SOCIAL INDICATORS RESEARCH , 73 (1) pp. 1-18. 10.1007/s11205-004-3234-z.

Flouri, E; (2005) Father's involvement and psychological adjustment in Indian and White British secondary school age children. Child and Adolescent Mental Health , 10 (1) pp. 32-39. 10.1111/j.1475-3588.2005.00114.x.

Flouri, E; (2005) Post-traumatic stress disorder (PTSD) - What we have learned and what we still have not found out. JOURNAL OF INTERPERSONAL VIOLENCE , 20 (4) pp. 373-379. 10.1177/0886260504267549.

Flouri, E; (2005) Psychological and sociological aspects of parenting and their relation to suicidal behavior. Arch Suicide Res , 9 (4) pp. 373-383. 10.1080/13811110500182463.

Flouri, E; (2005) Women's psychological distress in midadulthood: The role of childhood parenting experiences. EUROPEAN PSYCHOLOGIST , 10 (2) pp. 116-123. 10.1027/1016-9040.10.2.116.

H

Hill, V; (2005) Through the Past Darkly: A Review of the British Ability Scales Second Edition. Child and Adolescent Mental Health , 10 (2) pp. 87-98. 10.1111/j.1475-3588.2004.00123.x.

Hurry, J; Brazier, L; Moriarty, V; (2005) Improving the literacy and numeracy skills of young people who offend: can it be done and what are the consequences? Literacy and Numeracy Studies , 14 (2) pp. 61-74.

Hurry, J; Brazier, L; Snapes, K; Wilson, A; Sutherland, G; (2005) Improving the literacy and numeracy of disaffected young people in custody and in the community: Interim report of the first 18 months of the study. National Research and Development Centre for adult literacy and numeracy, Institute of Education, University of London, London. Green open access
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Hurry, J; Bryant, P; Curno, T; Nunes, T; Parker, M; Pretzlik, U; Midgley, L; (2005) Transforming research on morphology into teacher practice. Research Papers in Education , 20 (2) pp. 187-206. Green open access
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K

Kutnick, P; Blatchford, P; Baines, E; (2005) Grouping of pupils in secondary school classrooms: Possible links between pedagogy and learning. Social Psychology of Education , 8 (4) pp. 349-374. 10.1007/s11218-005-1212-1.

Kutnick, P; Blatchford, P; Clark, H; MacIntyre, H; Baines, E; (2005) Teachers' understandings of the relationship between within-class (pupil) grouping and learning in secondary schools. Educational Research , 47 (1) pp. 1-24. 10.1080/0013188042000337532.

L

Lindsay, G; Dockrell, JE; Mackie, C; Letchford, B; (2005) Local education authorities' approaches to provision for children with specific speech and language difficulties in England and Wales. European Journal of Special Needs Education , 20 (3) pp. 329-345. 10.1080/08856250500156053. Green open access
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Loughry, M; Ager, A; Flouri, E; Khamis, V; Afana, AH; Quota, S; (2005) The impact of structured activities among Palestinian children in a time of conflict. (Evaluation of the Psychosocial Intervention for Palestinian Children undertaken by the Catholic Refugee Service and Save the Children Federation ). : Oxford.

M

Marshall, C; (2005) The impact of word-end phonology and morphology on stuttering. Stammering Res , 1 pp. 375-391.

Marshall, CR; (2005) The morpho-phonological interface in specific language impairment. Language Acquisition , 13 (4) pp. 373-375. 10.1207/s15327817la1304_7.

P

Pellicano, E; (2005) Mapping cognition onto the brain: 'weak' central coherence and global grouping. CAHIERS DE PSYCHOLOGIE COGNITIVE-CURRENT PSYCHOLOGY OF COGNITION , 23 (1-2) pp. 163-171.

Pellicano, E; Maybery, M; Durkin, K; (2005) Central coherence in typically developing preschoolers: does it cohere and does it relate to mindreading and executive control? JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY , 46 (5) pp. 533-547. 10.1111/j.1469-7610.2004.00380.x.

Pellicano, L; Gibson, L; Maybery, M; Durkin, K; Badcock, D; (2005) Abnormal global processing along the dorsal visual pathway in autism: a possible mechanism for weak visuospatial coherence? Neuropsychologia , 43 (7) pp. 1044-1053. 10.1016/j.neuropsychologia.2004.10.003. Green open access
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R

Rieffe, C; Terwogt, MM; Cowan, R; (2005) Children's understanding of mental states as causes of emotions. INFANT AND CHILD DEVELOPMENT , 14 (3) pp. 259-272. 10.1002/icd.391. Green open access
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Ritchie, C; Flouri, E; Buchanan, A; (2005) Aspirations and Expectations. (Policy Discussion Paper ). : London.

Russell, A; Blatchford, P; Bassett, P; Brown, P; Martin, C; (2005) The views of teaching assistants in English key stage 2 classes on their role, training and job satisfaction. Educational Research , 47 (2) pp. 175-189. 10.1080/00131880500104291.

S

Savage, R; Frederickson, N; (2005) Evidence of a highly specific relationship between rapid automatic naming of digits and text reading speed. Brain and Language , 93 (2) pp. 152-159. 10.1016/j.bandl.2004.09.005.

Savage, R; Frederickson, N; Goodwin, R; Patni, U; Smith, N; Tuersley, L; (2005) Evaluating current deficit theories of poor reading: Role of phonological processing, naming speed, balance automaticity and rapid verbal perception and working memory. Perceptual and Motor Skills , 101 pp. 345-361.

Savage, RS; Frederickson, N; Goodwin, R; Patni, U; Smith, N; Tuersley, L; (2005) Relationships among rapid digit naming, phonological processing, motor automaticity, and speech perception in poor, average, and good readers and spellers. JOURNAL OF LEARNING DISABILITIES , 38 (1) pp. 12-28. 10.1177/00222194050380010201.

Savage *, R; (2005) Friendship and bullying patterns in children attending a language base in a mainstream school. Educational Psychology in Practice , 21 (1) pp. 23-36. 10.1080/02667360500035140.

Shield, B; Dockrell, J; (2005) The effects of noise on education in urban schools. In: (pp. pp. 87-99).

Storey, P; Hurry, J; Jowitt, S; Owens, D; House, A; (2005) Supporting young people who repeatedly self-harm. J R Soc Promot Health , 125 (2) pp. 71-75.

T

Teubal, E; Dockrell, JE; (2005) Children's developing numerical notations: The impact of input display, numerical size and operational complexity. LEARNING AND INSTRUCTION , 15 (3) pp. 257-280. 10.1016/j.learninstruc.2005.04.006.

Thomson, J; Tolmie, A; Foot, H; Whelan, K; Sarvary, P; Morrison, S; (2005) Influence of virtual reality training on the roadside crossing judgments of child pedestrians. Journal of Experimental Psychology: Applied , 11 pp. 175-186.

Tolmie, A; Thomson, J; Foot, H; Whelan, K; Morrison, S; McLaren, B; (2005) The effects of adult guidance and peer discussion on the development of children's representations: evidence from the training of pedestrian skills. British Journal of Psychology , 96 pp. 181-204. Green open access
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Tolmie, A; Thomson, J; Foot, H; Whelan, K; Morrison, S; Sarvary, P; (2005) Crossroads: Practical Problem-Solving for Novice Pedestrians. Department for Transport: Crossroads: Practical Problem-Solving for Novice Pedestrians

This list was generated on Sun Aug 18 08:12:06 2019 BST.