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The British Journal of Educational Psychology|March 11, 2022
Teachers' views on the acceptability and implementation of the Incredible Years® Teacher Classroom Management programme in English (UK) primary schools from the STARS trialKate Allen, Lorraine Hansford, Rachel Hayes, et al.
The British Journal of Educational Psychology|November 20, 2023
An experimental comparison of additional training in phoneme awareness, letter-sound knowledge and decoding for struggling beginner readersCharlotte Webber, Hetal Patel, Anna Cunningham, et al.
The British Journal of Educational Psychology|November 14, 2023
Teachers' proactive behaviour: Interactions with job characteristics and professional competence in a longitudinal studyVerena Jörg, Ulrike Hartmann, Anja Philipp, et al.
The British Journal of Educational Psychology|November 9, 2023
Using the theory of planned behaviour to predict pre-service teachers' preferences for scientific sourcesBernadette Gold, Eva Thomm, Johannes Bauer
The British Journal of Educational Psychology|November 14, 2023
More homework improve mathematics achievement? Differential effects of homework time on different facets of students' mathematics achievement: A longitudinal study in ChinaYuhuan Zhang, Tian Li, Jianzhong Xu, et al.
The British Journal of Educational Psychology|September 18, 2023
The longitudinal contribution of mapping to arithmetic: Do numeral knowledge, inhibition or analogical reasoning matter?Kaichun Liu, Haoping Qu, Yawei Yang, et al.
The British Journal of Educational Psychology|September 13, 2023
Learning strategies and reading achievement in primary schools: Longitudinal relationship and gender differencesKexin Qin, Ji Zhou, Yehui Wang
The British Journal of Educational Psychology|August 18, 2023
The impact of relative age effects on psychosocial development: A systematic reviewSarah E Rose, Claire M Barlow
The British Journal of Educational Psychology|August 14, 2023
Verbalized arithmetic principles correlate with mathematics achievementJiaxin Cui, Li Wang, Dawei Li, et al.
The British Journal of Educational Psychology|March 18, 2003
Class size, pupil attentiveness and peer relationsPeter Blatchford, Suzanne Edmonds, Clare Martin
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