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A collection of papers that make significant and original contributions to the field of educational and child psychology. This issue focuses on bridging the gap between psychological assessment and educational instruction.
About the Contributors
Guest Editorial: Bridging the gap between psychological assessment and educational instruction
Wilma Resing, Fraser Lauchlan & Julian Elliott
Learning potential and executive functions in children in social exclusion: Using a mediational training programme
M. Dolores Calero, M. Mar GÃ³mez-PÃ©rez & Sara Mata Sierra
Children's progress in solving figural analogies: Are outcomes of dynamic testing helpful for teachers?
Kirsten Touw, Bart Vogelaar, Roel Verdel, Merel Bakker & Wilma Resing
Response to mediated intervention: Dynamic assessment in context
Carol Robinson-ZaÃ±artu, Nancy Mendoza, Diana Rosa Mesa & James Derek Wager
Voices from practice: When is the gap between diagnosis and intervention apparent?
Marlous Tiekstra, Lotte Bergwerff & Alexander Minnaert
Assessment and intervention: Bridging the gap with a practice-based model
Mathematics, mastery and metacognition: How adding a creative approach can support children in maths
Victoria Bonnett, Nicola Yuill & Amanda Carr
Applying assessment through teaching and instructional psychology: An alternative model of service delivery to raise attainment in primary schools
Jo Ward, Sarah Crawford & Jonathan Solity
Fostering self-regulated learning: From clinical to whole class interventions
Christine Hessels-Schlatter, Marco G.P. Hessels, Harmony Godin & Hildalill Spillmann-Rojas
Series: Educational and Child Psychology