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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 37, 2017 - Issue 3
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Editorial

Beliefs, knowledge, and behaviours of teachers and parents that matter

References

  • Colgate, O., Ginns, P., & Bagnall, N. (2017). The role of invitations to parents in the completion of a child’s home reading challenge. Educational Psychology, 37, 298–311.
  • De Nobile, J. (2017). Organisational communication and its relationships with job satisfaction and organisational commitment of primary school staff in Western Australia. Educational Psychology, 37, 380–398.
  • Froiland, J. M., & Worrell, F. C. (2017). Parental autonomy support, community feeling, and student expectations as contributors to later achievement among adolescents. Educational Psychology, 37, 261–271.
  • Ho, S. K. (2017). The relationship between teacher stress and burnout in Hong Kong: Positive humor and gender as moderators. Educational Psychology, 37, 272–286.
  • Kurniawati, F., de Boer, A. A., Minnaert, A., & Mangunsong, F. (2017). Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs. Educational Psychology, 37, 287–297.
  • Mascret, N., Elliot, A. J., & Cury, F. (2017). The 3 × 2 achievement goal questionnaire for teachers. Educational Psychology, 37, 346–361.
  • Sun, B., Shao, Y., Richardson, M. J., Weng, Y., & Shen, J. (2017). The caring behavior of primary and middle school teachers in China: Features and structure. Educational Psychology, 37, 362–379.
  • Tõeväli, P., & Kikas, E. (2017). Relations among parental causal attributions and children’s math performance and task persistence. Educational Psychology, 37, 332–345.
  • Ulatowska, J. (2017). Teachers’ beliefs about cues to deception and the ability to detect deceit. Educational Psychology, 37, 251–260.
  • von der Embse, N. P., Schoemann, A. M., Kilgus, S. P., Wicoff, M., & Bowler, M. (2017). The influence of test-based accountability policies on teacher stress and instructional practices: A moderated mediation model. Educational Psychology, 37, 312–331.

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