ISSN: 0007-0998 - British Library Electronic Legal Deposit Catalogue-Journal Issues and Articles Search Results

ISSN 0007-0998

1. "I can teach what's in the book": Understanding the why and how behind teachers' implementation of a social‐emotional learning (SEL) focused curriculum in rural Malawi. (30th December 2021)

Authors:: Lee, Jeongmin; Simmons Zuilkowski, Stephanie
Journal:: British journal of educational psychology
Issue:: Volume 92:Number 3(2022)
Page Start:: 974
Record Type:: Journal Article
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2. "My brain feels like a browser with 100 tabs open": A longitudinal study of teachers' mental health and well‐being during the COVID‐19 pandemic. (1st August 2021)

Authors:: Kim, Lisa E.; Oxley, Laura; Asbury, Kathryn
Journal:: British journal of educational psychology
Issue:: Volume 92:Number 1(2022)
Page Start:: 299
Record Type:: Journal Article
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3. "Teacher, forgive me, I forgot to do it!" The impact of children's prospective memory on teachers' evaluation of academic performance. (7th August 2022)

Authors:: Basso, Demis; Corradini, Giovanni; Cottini, Milvia
Journal:: British journal of educational psychology
Issue:: Volume 93:Number 1(2023)
Page Start:: 17
Record Type:: Journal Article
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4. "The world we live in now": A qualitative investigation into parents', teachers', and children's perceptions of social networking site use. (12th August 2021)

Authors:: Hayes, Beatrice; James, Alana; Barn, Ravinder; Watling, Dawn
Journal:: British journal of educational psychology
Issue:: Volume 92:Number 1(2022)
Page Start:: 340
Record Type:: Journal Article
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5. 'Like a rug had been pulled from under you': The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown. (25th September 2020)

Authors:: Kim, Lisa E.; Asbury, Kathryn
Journal:: British journal of educational psychology
Issue:: Volume 90:Number 4(2020)
Page Start:: 1062
Record Type:: Journal Article
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6. 'People like me don't do well at school': The roles of identity compatibility and school context in explaining the socioeconomic attainment gap. (1st March 2022)

Authors:: Easterbrook, Matthew J.; Nieuwenhuis, Marlon; Fox, Kerry J.; Harris, Peter R.; Banerjee, Robin
Journal:: British journal of educational psychology
Issue:: Volume 92:Number 3(2022)
Page Start:: 1178
Record Type:: Journal Article
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7. 'She didn't know how to go back': School attendance problems in the context of the COVID‐19 pandemic—A multiple stakeholder qualitative study with parents and professionals. (7th November 2022)

Authors:: McDonald, Brontë; Lester, Kathryn J.; Michelson, Daniel
Journal:: British journal of educational psychology
Issue:: Volume 93:Number 1(2023)
Page Start:: 386
Record Type:: Journal Article
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8. 'You're in this world now': Students', teachers', and parents' experiences of school transition and how they feel it can be improved. (13th March 2019)

Authors:: Bagnall, Charlotte Louise; Skipper, Yvonne; Fox, Claire Louise
Journal:: British journal of educational psychology
Issue:: Volume 90:Number 1(2020)
Page Start:: 206
Record Type:: Journal Article
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9. A classroom intervention to improve executive functions in late primary school children: Too 'old' for improvements?. (26th June 2018)

Authors:: Benzing, Valentin; Schmidt, Mirko; Jäger, Katja; Egger, Fabienne; Conzelmann, Achim; Roebers, Claudia M.
Journal:: British journal of educational psychology
Issue:: Volume 89:Number 2(2019)
Page Start:: 225
Record Type:: Journal Article
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10. A closer look at the domain‐specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large‐scale longitudinal studies. (8th September 2022)

Authors:: Meyer, Jennifer; Schmidt, Fabian T. C.; Fleckenstein, Johanna; Köller, Olaf
Journal:: British journal of educational psychology
Issue:: Volume 93:Number 1(2023)
Page Start:: 113
Record Type:: Journal Article
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