Citations (13)
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Read on this site (6)
Francesco Sulla, Dolores Rollo, Roberto Cattivelli & Alex Harrop. (2018) The effect of increasing written approval on Italian students’ academic performance in higher education. Educational Psychology in Practice 34:3, pages 262-271.
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Joan
Gaynor Mowat. (2011) The development of intrapersonal intelligence in pupils experiencing social, emotional and behavioural difficulties. Educational Psychology in Practice 27:3, pages 227-253.
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Jeremy Swinson. (2010) Working with a secondary school to improve social relationships, pupil behaviour, motivation and learning. Pastoral Care in Education 28:3, pages 181-194.
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Jeremy Swinson & Alex Harrop. (2009) Teacher talk directed to boys and girls and its relationship to their behaviour. Educational Studies 35:5, pages 515-524.
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J. Swinson & R. Knight. (2007) Teacher Verbal Feedback Directed Towards Secondary Pupils with Challenging Behaviour and its Relationship to their Behaviour. Educational Psychology in Practice 23:3, pages 241-255.
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Alex Harrop & Jeremy Swinson. (2007) The behavioural approach in schools: a time for caution revisited. Educational Studies 33:1, pages 41-52.
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Articles from other publishers (7)
Andreana Lavanga & Francesco Sulla. (2024) Praise as a Gift in the Relationship between Teachers and Their Students. Elementa. Intersections between Philosophy, Epistemology and Empirical Perspectives 3:1-2.
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Francesco Sulla & Dolores Rollo. (2023) The Effect of a Short Course on a Group of Italian Primary School Teachers’ Rates of Praise and Their Pupils’ On-Task Behaviour. Education Sciences 13:1, pages 78.
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Mona Hashash, Kamal Abouchedid & Suzanne Abourjeily. (2018) Student–Teacher Interaction in Public Schools in Lebanon: A Symbolic Interactionist Perspective in Grade 6 Classes. SAGE Open 8:2, pages 215824401878303.
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Jeremy Swinson. (2017) Evidence based practice, classroom behaviour, the importance of feedback. DECP Debate 1:164, pages 17-21.
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Els Consuegra & Nadine Engels. (2016) Effects of professional development on teachers' gendered feedback patterns, students' misbehaviour and students' sense of equity: results from a one‐year quasi‐experimental study. British Educational Research Journal 42:5, pages 802-825.
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Tom Brunzell, Helen Stokes & Lea Waters. (2015) Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students. Contemporary School Psychology 20:1, pages 63-83.
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Jeremy Swinson. (2015) Darwin for Educational Psychologists: Part 2. DECP Debate 1:157, pages 5-7.
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