Smith

Volume I

Part 1: Theories

1. U. Goswami, âNeuroscience and Educationâ, British Journal of Educational Policy 74, 1, 2004, 1-14

2. D. C. Geary, âAn Evolutionarily Informed Education Scienceâ, Educational Psychologist 43, 4, 2008, 179-195

3. W. Johnson, M. McGue and W. G. Iacono, âGenetic and Environmental Influences on Academic Achievement Trajectories During Adolescenceâ, Developmental Psychology 42, 3, 2006, 514-532.

4. C. Blair and C. Cybele Raver, âPoverty, Stress and Brain Development: New Directions for Prevention and Stressâ, Academic Pediatrics 16, 3, S30-S36, 2016.

Part 2: Methodology

5. A. L. Duckworth and D. S. Yaeger, âMeasurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposesâ, Educational Researcher 44, 4, 2015, 237-251.

6. T. R. Kratochwill and J. R. Levin, âEnhancing the Scientific Credibility of Single-Case Intervention Research: Randomization to the Rescueâ, Psychological Methods 15, 2, 2010, 124-144.

7. M. C. Makel and J. A. Plucker, âFacts Are More Important Than Novelty: Replication in the Education Sciencesâ, Educational Researcher 43, 6, 2014, 304-316.

Part 3: Theories of Learning

8. S. Chaiklin, âThe Zone of Proximal Development in Vygotskyâs Analysis of Learning and Instructionâ, in A. Kozulin, B. Gindis, V. S. Ageyev and S. M. Miller (eds), Vygotsky's Educational Theory in Cultural Context (Cambridge: Cambridge University Press, 2003), pp. 39-64

9. W. Schnotz and C. K¼rschner, âA Reconsideration of Cognitive Load Theoryâ, Educational Psychology Review 19, 4, 2007, 469-508.

10. J. Dunlosky, K. A. Rawson, E. J. Marsh, M. J. Nathan and D. T. Willingham, âImproving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychologyâ, Psychological Science in the Public Interest 14, 1, 2013, 4-58.

11. S. G. Paris and A. H. Paris, Classroom Applications of Research on Self-regulated Learningâ, Educational Psychologist 36, 2, 2001, 89-101.

12. W. M. Roth, âGestures: Their Role in Teaching and Learningâ, Review of Educational Research 71, 3, 365-392

Part 4: Pupil Motivation & Self-esteem

13. J. Brophy, âDeveloping Students' Appreciation for What is Taught in Schoolâ, Educational Psychologist 43, 3 2008, 132-141.

14. L. Legault, âSelf-Determination Theoryâ, in V. Zeigler-Hill, T.K. Shackelford (eds.), Encyclopedia of Personality and Individual Differences, (Springer International, 2017), pp. 1-8.

15. H. W. Marsh and A. J. Martin, âAcademic Self-concept and Academic Achievement: Relations and Causal Orderingâ, British Journal of Educational Psychology 81, 1, 2011, 59-77.

Volume II

Part 5. School Characteristics

16. A. Thapa, J. Cohen, S. Guffey, and A. Higgins-D'Alessandro, âA Review of School Climate Researchâ, Review of Educational Research 83, 3, 2013, 357-385.

17. R. Berkowitz, H. Moore, R. A. Astor, and R. Benbenishty, âA Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievementâ, Review of Educational Research 87, 2, 2017, 425-469.

18. K. Allen, M. L. Kern, D. Vella-Brodrick, J. Hattie and L. Waters, âWhat Schools Need to Know About Fostering School Belonging: A Meta-analysisâ, Educational Psychology Review 30, 1, 2018, 1-34.

19. K. Leithwood and D. Jantzi, âA Review of Empirical Evidence About School Size Effects: A Policy Perspectiveâ, Review of Educational Research 79, 1, 2009, 464-490.

Part 6: Gender

20. S.-F. Lim, et al., âDo Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countriesâ, Journal of School Psychology 50, 1, 2012, 77-94.

21. G. Stoet and D. C. Geary, âThe Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Educationâ, Psychological Science 29, 4, 2018, 581-593.

Part 7: Emotional and Cognitive Intelligence

22. P. W. Garner, âEmotional Competence and its Influences on Teaching and Learningâ, Educational Psychology Review 22, 3, 2010, 297-321.

23. K. V. Petrides et al., âDevelopments in Trait Emotional Intelligence Researchâ, Emotion Review 8, 4, 2016, 335-341.

24. D. M. Fergusson, L. J. Horwood and E. M. Ridder, âShow Me the Child at Seven II: Childhood Intelligence and Later Outcomes in Adolescence and Young Adulthoodâ, Journal of Child Psychology and Psychiatry and Allied Disciplines 46, 8, 2005, 850-858.

25. D. Lubinski, R. M. Webb, M. J. Morelock and C. P. Benbow, âTop 1 in 10,000: A 10-year Follow-up of the Profoundly Giftedâ, Journal of Applied Psychology 86, 4, 2001, 718-729.

Part 8: Challenging Conditions

26. A. K. Cohen, M. Rai, D. H. Rehkopf and B. Abrams, âEducational Attainment and Obesity: A Systematic Reviewâ, Obesity Reviews 14, 12, 2013, 989-1005.

Part 9: Ethnicity, SES and Culture

27. D. W. Sue, A. I. Lin, G. C. Torino, C. M. Capodilupo and D. P. Rivera, âRacial Microaggressions and Difficult Dialogues on Race in the Classroomâ, Cultural Diversity an Ethnic Minority Psychology 15, 2, 2009, 183-190.

28. N. L. Letourneau, L. Duffett-Leger, L. Levac, B. Watson and C. Young-Morris, âSocioeconomic Status and Child Development: A Meta-Analysisâ, Journal of Emotional and Behavioural Disorders 21, 3, 2013, 211-224.

29. M. Levels and J. Dronkers, âEducational Performance of Native and Immigrant Children from Various Countries of Originâ, Ethnic and Racial Studies 31, 8, 2008, 1404-1425.

30. R. B. King and D. M. McInerney, âCulture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theoryâ, Educational Psychologist 49, 3, 2014, 175-198.

31. Editorial, âThe Cost of Not Educating Girls in Africaâ, The Lancet 392, 2018, 2326

Volume III

Part 10: School Curriculum

32. C. Blair and R. P. Razza, âRelating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergartenâ, Child Development 78, 2, 2007, 647-663.

33. M. Caravolas, et al., âCommon Patterns of Prediction of Literacy Development in Different Alphabetic Orthographiesâ, Psychological Science 23, 6, 2012, 678-686.

34. D. Sasanguie, S. M. G¶bel, K. Moll, K. Smets and B. Reynvoet, âApproximate Number Sense, Symbolic Number Processing, or Number-space Mappings: What Underlies Mathematics Achievement?â, Journal of Experimental Child Psychology 114, 3, 2013, 418-431.

35. R. Barac and E. Bialystok, âBilingual Effects on Cognitive and Linguistic Development: Role of Language, Cultural Background, and Educationâ, Child Development 83, 2, 2012, 413-422.

36. S. Hallam, âThe Power of Music: Its Impact on the Intellectual, Social and Personal Development of Children and Young Peopleâ, International Journal of Music Education 28, 3, 2010, 269-289.

37. C. D. Ennis, âEducating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaningâ, Research Quarterly for Exercise and Sport 88, 3, 2017, 241-250.

38. B. N. Macnamara, D. Z. Hambrick, F. L. Oswald, âDeliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysisâ, Psychological Science 25, 8, 2014, 1608-1618.

Part 11: Moral Education & Citizenship Education

39. W. Althof and M. W. Berkowitz, âMoral Education and Character Education: Their Relationship and Roles in Citizenship Educationâ, Journal of Moral Education 35, 4, 2006, 495-518.

40. L. Nucci and E. Turiel, âCapturing the Complexity of Moral Development and Educationâ, Mind, Brain and Education 3, 3, 2009, 151-159.

41. G. Biesta, R. Lawy and N. Kelly, âUnderstanding Young People's Citizenship Learning in Everyday Life: The Role of Contexts, Relationships and Dispositionsâ, Education, Citizenship and Social Justice 4, 1, 2009, 5-24.

Part 12: Cooperative Learning

42. D. W. Johnson and R. T. Johnson, âAn Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learningâ, Educational Researcher 38, 5 2009, 365-379.

43. P. Dillenbourg, S. J¤rvel¤ and F. Fischer, âThe Evolution of Research on Computer-supported Collaborative Learning: From Design to Orchestrationâ, in N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazoner and S. Barnes (eds), Technology-Enhanced Learning: Principles and Products (Springer, 2009), pp. 1-21.

Part 13: Mindfulness

44. R. S. Crane et al., âWhat Defines Mindfulness-based Programs? The Warp and the Weftâ, Psychological Medicine 47, 6, 2017, 990-999

45. C. Zenner, S. Herrnleben-Kurz and H. Walach, âMindfulness-based Interventions in Schools: A Systematic Review and Meta-analysisâ, Frontiers in Psychology 5, 603, 2014.

Part 14: Computers and ICT

46. R. Hermans, J. Tondeur, J. van Braak and M. Valcke, âThe Impact of Primary School Teachers' Educational Beliefs on the Classroom Use of Computersâ, Computers and Education 51, 4, 2008, 1499-1509.

47. L. A. Annetta, âThe "I's" Have It: A Framework for Serious Educational Game Designâ, Review of General Psychology 14, 2, 2010, 105-112.

Part 15: Recess and Play

48. A. D. Pellegrini, K. Kato, P. Blatchford and E. Baines, âA Short-term Longitudinal Study of Children's Playground Games Across the First Year of School: Implications for Social Competence and Adjustment to Schoolâ, American Educational Research Journal 39, 4, 2002, 991-1015.

49. C. Ramstetter and R. Murray, âTime to Play: Recognizing the Benefits of Recessâ, American Educator spring 2017, 17-23, 43.

50. D. Whitebread and colleagues, âThe role of play in childrenâs development: a review of the evidenceâ. The LEGO Foundation, 2017.

Volume IV

Part 16: Parents, Families and School

51. D. M. Fergusson and L. J. Woodward, âMaternal Age and Educational and Psychosocial Outcomes in Early Adulthoodâ, Journal of Child Psychology and Psychiatry and Allied Disciplines 40, 3, 1999, 479-489.

52. R. M. Pasco Fearon and J. Belsky, âInfant-mother Attachment and the Growth of Externalizing Problems Across the Primary-school Yearsâ, Journal of Child Psychology and Psychiatry and Allied Disciplines 52, 7, 2011, 782-791.

53. C. Spera, K. R. Wentzel and H. C. Matto, âParental Aspirations for Their Children's Educational Attainment: Relations to Ethnicity, Parental Education, Children's Academic Performance, and Parental Perceptions of School Climateâ, Journal of Youth and Adolescence 38, 8, 2009, 1140-1152.

54. J.-S. Lee and N. K. Bowen, âParent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Childrenâ, American Educational Research Journal 43, 2, 2006, 193-218.

55. M. J. Rosenfeld, âNontraditional Families and Childhood Progress Through Schoolâ, Demography 47, 3, 2010, 755-775.

Part 17: Teachers and Pupils

56. E. T. Emmer and L. M. Stough, âClassroom Management: A Critical Part of Educational Psychology, with Implications for Teacher Educationâ, Educational Psychologist 36, 2, 2001, 103-112.

57. J. Cornelius-White, âLearner-centered Teacher-student Relationships are Effective: A Meta-analysisâ, Review of Educational Research 77, 1, 2007, 113-143.

58. N. Noddings, âThe Caring Relation in Teachingâ, Oxford Review of Education 38, 6, 2012, 771-781.

59. T. J. Sabol and R. C. Pianta, âRecent Trends in Research on Teacher-child Relationshipsâ, Attachment and Human Development 14, 3, 2012, 213-231.

Part 18: Peer Relations and Friendship

60. T. J. Berndt, âChildren's Friendships: Shifts Over a Half-century in Perspectives on Their Development and Their Effectsâ, Merrill-Palmer Quarterly: Journal of Developmental Psychology 50, 3, 2004, 206-223.

61. A. H. N. Cillessen and A. J. Rose, âUnderstanding Popularity in the Peer Systemâ, Current Directions in Psychological Science 14, 2, 2005, 102-105.

62. J. W. Aikins, K. L. Bierman and J. G. Parker, âNavigating the Transition to Junior High School: The Influence of Pre-transition Friendship and Self-system Characteristicsâ, Social Development 14, 1, 2005, 42-60.

Part 19: Bullies and Victims

63. C. Salmivalli, âBullying and the Peer Group: A Reviewâ, Aggression and Violent Behaviour 15, 2, 2010, 112-120.

64. E. S. Buhs, G. W. Ladd and S. L. Herald, âPeer Exclusion and Victimization: Processes that Mediate the Relation between Peer Group Rejection and Children's Classroom Engagement and Achievement?â, Journal of Educational Psychology 98, 1, 2006, 1-13.

65. J. Ringrose and E. Renold, âNormative Cruelties and Gender Deviants: The Performative Effects of Bully Discourses for Girls and Boys in Schoolâ, British Educational Research Journal 36, 4, 2010, 573-596.

Part 20: Interventions

66. National Evaluation of Sure Start Team, âThe Impact of Sure Start Local Programmes on Seven Year Olds and Their Familiesâ, Research Brief, Department for Education, June 2012.

67. M. Manning, R. Homel and C. Smith, âA Meta-analysis of the Effects of Early Developmental Prevention Programs in At-risk Populations on Non-health Outcomes in Adolescenceâ, Children and Youth Services Review 32, 4, 2010, 506-519.

68. M. M. Ttofi and D. P. Farrington, âEffectiveness of School-based Programs to Reduce Bullying: A Systematic and Meta-analytic Reviewâ, Journal of Experimental Criminology 7, 1, 2011, 27-56.

69. M. G. Sawyer et al., âSchool-based Prevention of Depression: A Randomised Controlled Study of the Beyondblue Schools Research Initiativeâ, Journal of Child Psychology and Psychiatry 51, 2, 2010, 199-209

70. D. S. Yeager and G. M. Walton, âSocial-Psychological Interventions in Education: They're Not Magicâ, Review of Educational Research 81, 2, 2011, 267-301.

71. J. L. Barrett et al., âCost Effectiveness of an Elementary School Active Physical Education Policyâ, American Journal of Preventative Medicine 49, 1, 2015, 148-159.

Index