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Educational Review Volume 56, 2004 - Issue 2: Sociocultural and Activity Theory in Educational Research
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Original Articles

The role of mediating artefacts in the work of educational psychologists during consultative conversations in schools

Dr Jane Leadbetter School of Education, University of Birmingham View further author information
Pages 133-145 | Published online: 07 Aug 2006

Citations (19)

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Read on this site (5)

Carolyn (Callie) Grant. (2022) Double stimulation and transformative agency for leadership development of school learners in Southern Africa. Pedagogy, Culture & Society 30:1, pages 53-70.
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Anna Nolan & Neil Moreland. (2014) The process of psychological consultation. Educational Psychology in Practice 30:1, pages 63-77.
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Mark O'Brien, Tünde Varga-Atkins, Muriah Umoquit & Peggy Tso. (2012) Cultural–historical activity theory and ‘the visual’ in research: exploring the ontological consequences of the use of visual methods. International Journal of Research & Method in Education 35:3, pages 251-268.
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Jane Leadbetter, Harry Daniels, Anne Edwards, Deirdre Martin, David Middleton, Anna Popova, Paul Warmington, Apostol Apostolov & Steve Brown. (2007) Professional learning within multi-agency children's services: researching into practice. Educational Research 49:1, pages 83-98.
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Jane Leadbetter. (2006) Investigating and Conceptualising the Notion of Consultation to Facilitate Multi‐agency Work. Educational Psychology in Practice 22:1, pages 19-31.
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Articles from other publishers (14)

Alan J Sproull & Dan Johnson. (2022) Social workers’ experiences of psychological consultation on high risk youth: Helpful, unhelpful, and mediating elements. Clinical Child Psychology and Psychiatry 28:2, pages 748-760.
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Maria Rontou. 2020. Learning Disabilities - Neurological Bases, Clinical Features and Strategies of Intervention. Learning Disabilities - Neurological Bases, Clinical Features and Strategies of Intervention.
Jeetender Ghag, Stephen Kellett & Katie Ackroyd. (2019) Psychological consultancy in mental health services: A systematic review of service, staff, and patient outcomes. Psychology and Psychotherapy: Theory, Research and Practice.
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Eileen Scanlon, Stamatina Anastopoulou, Grainne Conole & Alison Twiner. (2019) Interdisciplinary Working Methods: Reflections Based on Technology-Enhanced Learning (TEL). Frontiers in Education 4.
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Michelle A. Villeneuve & Nancy L. Hutchinson. 2015. Working with Teaching Assistants and Other Support Staff for Inclusive Education. Working with Teaching Assistants and Other Support Staff for Inclusive Education 65 92 .
Tracey Colville. (2013) Strengths-based approaches in multi-agency meetings: The development of theory and practice. Educational and Child Psychology 30:4, pages 100-123.
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Maria Rontou. (2011) An investigation into the effectiveness of collaboration between Greek secondary EFL teachers and specialist providers for dyslexia issues. Journal of Research in Special Educational Needs 13:1, pages 92-103.
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Michelle A. VilleneuveLyn M. Shulha. (2012) Learning together for effective collaboration in school-based occupational therapy practice. Canadian Journal of Occupational Therapy 79:5, pages 293-302.
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Maria Rontou. (2012) Contradictions around differentiation for pupils with dyslexia learning E nglish as a F oreign L anguage at secondary school . Support for Learning 27:4, pages 140-149.
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L.-H. Wong, W. Chen & M. Jan. (2012) How artefacts mediate small-group co-creation activities in a mobile-assisted seamless language learning environment?. Journal of Computer Assisted Learning 28:5, pages 411-424.
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Jane Leadbetter. (2008) Learning in and for interagency working: making links between practice development and structured reflection. Learning in Health and Social Care 7:4, pages 198-208.
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Susan M.B. DaviesAndrew J. HowesPeter Farrell. (2008) Tensions and Dilemmas as Drivers For Change in an Analysis of Joint Working Between Teachers and Educational Psychologists. School Psychology International 29:4, pages 400-417.
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Jane Leadbetter. (2006) New ways of working and new ways of being: Multi-agency working and professional identity. Educational and Child Psychology 23:4, pages 47-59.
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Jane Leadbetter. (2005) Activity theory as a conceptual framework and analytical tool within the practice of educational psychology. Educational and Child Psychology 22:1, pages 18-28.
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