This article explores teachers' perceptions of the effects of high student turnover in international schools in the UK. The research used a "grounded theory" approach for qualitative data collection and analysis, based on interviews with eight teachers in four international primary schools. The results of the grounded theory suggest that a process…

The current paper outlines a three-year action research project with 39 schools in one inner city local authority. A local need to improve provision for children with motor skills difficulties resulted in a team of educational psychologists (EPs) and specialist teachers developing the Manchester Motor Skills Intervention (MMSI), which is a…

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…

Enabling children and young people to act as researchers is increasingly viewed as useful in supporting their increased "participation" within settings where they live, work or receive services. This paper reports upon a project conducted by two educational psychologists (EPs) with two primary school class groups, in which the children…

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…

This study explores the profile of Common Assessment Framework (CAF) assessments and the perceptions of assessors during the early phase of its implementation. Whilst there was diversity in who completed CAFs, schools undertook the most. Headteachers and other school staff completing the assessment felt that the questions tended to be intrusive…

Social inclusion is currently a priority issue for all in education. Brent Educational Psychology Service implemented two social skills training interventions to promote social inclusion in six primary schools. Educational psychologists in training carried out an independent evaluation of these interventions. Analysis of quantitative and…