Educational Psychology Research and Practice (EPRaP): Volume 3, Issue 2
Portfolio
Thomas, M., Robinson, N., Skelton, R., Leonard, M., Syeda, M., Wood, H., Berridge, L., Bunn, H., Gersch, I., Atkinson, C. and Wong, B. 2017. Educational Psychology Research and Practice (EPRaP): Volume 3, Issue 2. School of Psychology, University of East London. https://doi.org/10.15123/uel.88716
Portfolio items
Portfolio items
Editorial
Thomas, M. 2017. Editorial. Educational Psychology Research and Practice. 3 (2), p. 1. https://doi.org/10.15123/uel.88717A Preliminary Study on Using the “Little Box of Big Questions (2012)” for Children With Social, Emotional, Behavioural and Moderate Learning Needs
Robinson, N., Bunn, H. and Gersch, I. 2017. A Preliminary Study on Using the “Little Box of Big Questions (2012)” for Children With Social, Emotional, Behavioural and Moderate Learning Needs. Educational Psychology Research and Practice. 3 (2), p. 2–18. https://doi.org/10.15123/uel.88718Increasing Children’s Working Memory Capacity: Preliminary Evaluation of a Card-Based Programme
Skelton, R. and Atkinson, C. 2017. Increasing Children’s Working Memory Capacity: Preliminary Evaluation of a Card-Based Programme. Educational Psychology Research and Practice. 3 (2), p. 19–35. https://doi.org/10.15123/uel.8871vA Child’s Best Friend?: A Review of Canine Interventions for Children With Autism Spectrum Disorder
Leonard, M. 2017. A Child’s Best Friend?: A Review of Canine Interventions for Children With Autism Spectrum Disorder. Educational Psychology Research and Practice. 3 (2), p. 36–43. https://doi.org/10.15123/uel.8871wTime to Talk: The Benefits of Therapeutic Conversations in Supporting Young People With Sensory/Physical and Medical Disabilities
Syeda, M. 2017. Time to Talk: The Benefits of Therapeutic Conversations in Supporting Young People With Sensory/Physical and Medical Disabilities. Educational Psychology Research and Practice. 3 (2), p. 44–49. https://doi.org/10.15123/uel.88720The Hypothesised Female ASC Phenotype: Implications for Research and Practice
Wood, H. and Wong, B. 2017. The Hypothesised Female ASC Phenotype: Implications for Research and Practice. Educational Psychology Research and Practice. 3 (2), p. 50–58. https://doi.org/10.15123/uel.88721Review of the Book: Frameworks for Practice in Educational Psychology (2nd Ed.), by B. Kelly, L. M. Woolfson, & J. Boyle
Berridge, L. 2017. Review of the Book: Frameworks for Practice in Educational Psychology (2nd Ed.), by B. Kelly, L. M. Woolfson, & J. Boyle. Educational Psychology Research and Practice. 3 (2), p. 59–60. https://doi.org/10.15123/uel.88722Creators | Thomas, M., Robinson, N., Skelton, R., Leonard, M., Syeda, M., Wood, H., Berridge, L., Bunn, H., Gersch, I., Atkinson, C. and Wong, B. |
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Contributors | |
Editor | Thomas, M. |
Description | Educational Psychology Research and Practice is an open access periodical published twice a year by the School of Psychology, University of East London. It offers a forum for informed debate and discussion of Educational Psychology research and training as well as a wider focus on issues of social justice and civic engagement in applied psychological practice. EPRaP is open to publishing research findings, literature reviews, commentaries, methodology papers, reflection on practice and book/resource reviews. It is part of a research and learning culture that recognises the importance of knowledge exchange and impact for partners in the community. |
Year | 2017 |
Publisher | School of Psychology, University of East London |
Digital Object Identifier (DOI) | https://doi.org/10.15123/uel.88716 |
Web address (URL) | https://www.uel.ac.uk/study/postgraduate/educational-psychology-research-and-practice |
Portfolio items | Editorial |
A Preliminary Study on Using the “Little Box of Big Questions (2012)” for Children With Social, Emotional, Behavioural and Moderate Learning Needs | |
Increasing Children’s Working Memory Capacity: Preliminary Evaluation of a Card-Based Programme | |
A Child’s Best Friend?: A Review of Canine Interventions for Children With Autism Spectrum Disorder | |
Time to Talk: The Benefits of Therapeutic Conversations in Supporting Young People With Sensory/Physical and Medical Disabilities | |
The Hypothesised Female ASC Phenotype: Implications for Research and Practice | |
Review of the Book: Frameworks for Practice in Educational Psychology (2nd Ed.), by B. Kelly, L. M. Woolfson, & J. Boyle |
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