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Rhydderch, Gillian; Gameson, John – Educational Psychology in Practice, 2010
This is the third in a series of papers exploring the Constructionist Model of Informed Reasoned Action (COMOIRA). The first two papers articulated the theoretical and conceptual issues underpinning the model and explored some important process and practice issues associated with it. Initially, this paper discusses two important concepts that…
Descriptors: Educational Psychology, Psychologists, Vocational Education, Disabilities
Butterfield, Jill – Educational Psychology in Practice, 2009
This paper describes a small-scale, qualitative research project that critically reflects on the process and impact of using both grounded and action research to enhance attainment and enjoyment of reading, in such a way as to raise awareness at an individual and whole school level. The purpose of the project was to ascertain if the selected…
Descriptors: Grounded Theory, Constructivism (Learning), Research Design, Qualitative Research
Maddern, Lynn; Franey, John; McLaughlin, Vincent; Cox, Susan – Educational Psychology in Practice, 2004
This paper describes a social skills programme run in one primary school designed to promote children's cooperative skills and anger management. The programme was staffed by Child and Adolescent Mental Health professionals with educational psychologist and school support. Eight children with severe emotional and behavioural problems participated…
Descriptors: Elementary Education, Foreign Countries, Interpersonal Competence, Program Effectiveness