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As well as publishing the work of established researchers and providing invited articles by 'experts in their field', PER also aims to encourage the work of early researchers, providing a forum in which to publish first or early pieces of work. This issue is a Special Edition containing papers celebrating the Psychology of Education Section's Annual Conference 2014.
Psychology of Education Section Annual Conference 2014 papers
An exploratory case study of three children with ADHD and social difficulties: Child and parent responses to an educational intervention designed to facilitate self-regulation and deep learning
Joanne Cotton, Sara T. Baker & Joe Wilson
The origins and evolution of the concept of 'approaches to learning'
Actual and perceived effects of background music on creative writing in the primary classroom
Susan Hallam & Carey Godwin
Teacher perceptions of the influence of a psychotherapeutic counselling course on their identity and practice
Characterising the cyberbullying of teachers by pupils
Chris Kyriacou & AntÃ´nio Zuin
Synthetic phonics vs. an eclectic approach to reading instruction: Implications for the skills predicting early reading acquisition and development
Sarah P. McGeown
Facilitating re-engagement in learning: A disengaged student perspective
Laura J. Nicholson & Dave W. Putwain
Performance on a novel visual-spatial-motor task may predict reading difficulties in children
Barbara Piotrowska, Alexandra Willis & Jon Kerridge
What does 'quality' learning, in later life, look like? An exploration into the views of later life learners concerning the quality of teaching and learning
A study of cognitive and behavioural transfer effects associated with children learning musical instruments for the first year over one academic year
Dawn C. Rose, Alice Jones-Bartoli & Pamela H. Heaton
Developing psychological services at a Pupil Referral Unit
Corinna Bruder & Jane Spensley
Thank you to the PER reviewers
Series: Psychology of Education Review