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Promoting Effective Group Work in the Classroom

A Handbook for Teachers and Practitioners Ed Baines, Peter Blatchford, Peter Kutnick

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Publications

The Department has research strengths in a number of areas, and our publications cover a similarly wide range, from leading international journals in developmental, educational and cognitive psychology, to more specialised journals in key fields. We also provide a leading centre for the dissemination of psychological research and theory to practitioners and policy makers across all these areas, and publications addressing these audiences are therefore a further important strand of our output.

  • Blatchford, P., Baines, E., Rubie-Davies, C., Bassett, P., and Chowne, A. (2006) The effect of a new approach to group-work on pupil-pupil and teacher-pupil interaction.  Journal of Educational Psychology,  98, 750-765.
  • Baird, G., Simonoff, E., Pickles, A., Chandler, S., Loucas, T., Meldrum, D. & Charman, T. (2006). Prevalence of pervasive developmental disorders in a population cohort of children in South East Thames: The Special Needs and Autism Project (SNAP). The Lancet, 368, 210-215.
  • Cowan, R., & Carney, D. (2006). Calendrical savants: Exceptionality and practice. Cognition, 100, B1-B9.
  • Dockrell, J.E., Lindsay, G.A., Connelly, V. and Mackie, C. (2007). Profiling the written language difficulties of children with language and communication problems, Exceptional Children, 73, 147-164.
  • Flouri, E. & Kallis, C. (2007). Adverse life events and psychopathology and prosocial behavior in late adolescence: Testing the timing, specificity, accumulation, gradient, and moderation of contextual risk. Journal of the American Academy of Child & Adolescent Psychiatry, 46, 1651-1659
  • Hurry, J and Sylva, K. (2007). Long-term outcomes of early reading intervention. Journal of Reading Research, 30, 227-248
  • Ireson, J. (2008) Learners, Learning and Educational Activity. London: Routledge.
  • Masterson, J., Druks, J. & Gallienne, D. (2008). Object and action picture naming in three and five year old children. Journal of Child Language, 35, 378-402.
  • Powell, D., Stainthorp, R., Stuart, M., Garwood, H. & Quinlan, P. (2007). An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98, 46–68
  • Philips, S. & Tolmie, A. (2007). Children's performance on and understanding of the Balance Scale problem: the effects of parental support. Infant and Child Development, 16, 95-117.