Consider:

• Are themes and/or findings from dated journal articles still relevant today?
• Although themes and/or findings may relate to one country or culture, could they similarly be applied to other contexts?
• How do themes/findings you have studied relate to those listed in the journal article?
• Could a model/theory from a different time and/or culture be developed for education today?
• Although the articles discusses one specific curriculum subject, could this be generalised to a different subject?
• Although the article discusses on specific group of students, could this be generalised to a different group of students?

There are similar questions that you could consider that would engage your critical analysis of such articles: the main this is to continue questioning.

Importantly, by reading widely about the themes that have informed this book, while considering the interplay of past and present practices, you will develop your critical approach to the psychology of education far more that merely being instructed through just one perspective (your tutors, a textbook, and so on). Please also note that the following references are indicative of numerous other journals and that the reference list of a specific articles will provide you with a network of similar articles to explore.

It would also be worth considering if any themes from these journals could be used as a basis for your own research (e.g. dissertation, independent study, or thesis). For example, there are several articles that provide validated rating scales which could be used within school (subject to the ethical protocol of your institution).

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Alemán, E. and Kim, Y. (2015) The democratizing effect of education. Research & Politics. 2:4, online.

Ash, M.G. (2005) The Uses and Usefulness of Psychology. The ANNALS of the American Academy of Political and Social Science, 600 (1): 99-114.

Beins, B.C. (2011) Using History to Teach Contemporary Psychology. Teaching of Psychology, 38 (4): 309-313.

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Becker, D. and Marecek, J. (2008) Positive Psychology: History in the Remaking? Theory Psychology, 18 (5): 591-604.

Chaudhuri, H. (1975) Psychology: Humanistic and Transpersonal. Journal of Humanistic Psychology, 15 (1): 7-15.

Iversen, A-M., Pedersen, L.K. & Jensen, A.A. (2015) Learning, Leading, and Letting Go of Control: Learner-Led Approaches in Education. Sage Open. 5:4, online.

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Bastian, K.C., McCord, D.M., Marks, J.T. & Carpenter, D. (2017) A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention. AERA Open, 3:1, Online.

Blase, J.J. (1987) Dimensions of Effective School Leadership: The Teacher’s Perspective. American Educational Research Journal, 24 (4): 589-610.

Hirose, T., Koda, N., Nishio, M. & Yamada, Y. (2015) Assessing Practical Thinking of Teachers for Use in Teacher Education. Comprehensive Psychology, 4, Online.

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Armour, K.M. (1997) Developing a Personal Philosophy on the Nature and Purpose of Physical Education: Life History Reflections. European Physical Education Review, 3 (1): 68-82.

Beatty, J.E., Leigh, J.S.A. and Lund-Dean, K. (2009) Philosophy Rediscovered: Exploring the Connections Between Teaching Philosophies, Educational Philosophies, and Philosophy. Journal of Management Education, 33 (1): 99-114.

Helskog, G.H. (2016). Bildung Towards Wisdom, through Philosophical Dialogue in Teacher Education. Arts and Humanities in Higher Education. Online.

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Bruer, J.T. (2016) Where is Educational Neuroscience? Educational Neuroscience.

Nelson, H.J., Kendall, G.E. and Shields, L. (2013) Neurological and Biological Foundations of Children’s Social and Emotional Development: An Integrated Literature Review. The Journal of School Nursing, Online.

Parker, P.D., Martin, A.J., Martinez, C., March, H.W. and Jackson, S.A. (2010) Stages of Change in Physical Activity: A Validation Study in Late Adolescence. Health Education and Behaviour, 37 (3): 318-329.

There are no further suggested articles for this chapter.

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Aebli, H. (1978) A Dual Model of Cognitive Development: Structure in Cultural Stimulation, Construction by the Child. International Journal of Behavioural Development, 1 (3): 221-228.

Buchanene, A. (2011) Cognitive Enhancement and Education. Theory and Research in Education, 9 (2): 145-162.

Brouwers, S.A., van de Vijer, F.J.R. & Mishra, R.C. (2017) Cognitive Development through Schooling and Everyday Life: A Natural Experiment among Kharwar Children in India. International Journal of Behavioural Development, 41:3, 309-319.

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Bowie, B.H., Carrere, S., Cooke, C., Valdivia, G., McAllister, B. and Doohan, E-A. (2013) The Role of Culture in Parents’ Socialization of Children’s Emotional Development. Western Journal of Nursing Research, 35 (4): 514-533.

Callear, A., Harvey, S.T. & Bimler, D. (2016) Understanding the Structure of Children’s Emotion-Regulation Strategies. International Journal of Behavioural Development, 41:3, 456-462.

Cross, T.L. and Cross, J.R. (2017) Social and Emotional Development of Gifted Students: Introducing the School-Based Psychosocial Curriculum Model. Gifted Child Today, 40:3, 178-182.

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Bowman, N.A., Kitayama, S. and Nisbett, R.E. (2009) Social Class Differences in Self, Attribution, and Attention: Socially Expansive Individualism of Middle-Class Americans. Personality and Social Psychology Bulletin, 35 (7): 880-893.

Burden, R. (1998) Assessing Children’s Perception of Themselves as Learners and Problem-Solvers: The Construction of the Myself-as-Learner Scale (MALS). School Psychology International, 19 (4): 291-305.

Toland, M.D. and Usher, E.L. (2015) Assessing Mathematics Self-Efficacy: How Many Categories Do We Really Need? The Journal of Early Adolescence, 36:7, 932-960.

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Cheney, D. (2012) Transition Tips for Educators Working With Students With Emotional and Behavioural Disabilities. Intervention in School and Clinic, 48 (1): 22-29.

Faber-Taylor, A. and Kuo, F.E. (2009) Children with Attention Deficits Concentrate Better After Walk in the Park. Journal of Attention Disorders, 12 (5): 402-409.

Zagona, A.L., Kurth, J.A., MacFarland, S.Z.C. (2017) Teachers’ Views of their Preparation for Inclusive Education and Collaboration. Teacher Education and Special Education, 40:3, 163-178.

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Chirkov, V.I. (2009) A Cross-Cultural Analysis of Autonomy in Education: A Self-Determination Theory Perspective. Theory and Research in Education, 7 (2): 253-262.

Church, A.T., Katigbak, M.S., Locke, K.D., Zhang, H., Shen, J., Vargas-Flores, J., Ibanez-Reyes, J., Tanaka-Matsumi, J., Curtis, G.J., Cabrera, H.F., MAstor, K.A., Alvarez, J.M., Ortiz, F.A., Simon J-Y.R. and Ching, C.M. (2013) Need Satisfaction and Well-Being: Testing Self-Determination Theory in Eight Cultures. Journal of Cross-Cultural Psychology, 44 (4): 507-534.

Wehmeyer, M,L., Shogren, K.A., Toste, J.R. & Mahal, S. (2016) Self-Determined Learning to Motivate Struggling Learners in Reading and Writing. Intervention in School and Clinic, 52, 295-303.

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Davis, T.E. and Osborn, C.J. (1999) The Solution-Focused School: An Exceptional Model. NASSP Bulletin, 83: 40-46.

Franklin, C., Biever, J., Moore, K., Clemons, D. and Scamardo, M. (2001) The Effectiveness of Solution-Focused Therapy with Children in a School Setting. Research on Social Work Practice, 11 (4): 411-434.

Schmit, E.L., Schmit, M.K. & Lenz, A.S. (2016) Meta-Analysis of Solution-Focused Brief Therapy for Treating Symptoms of Internalizing Disorders. Counsling Outcome Research and Evaluation, 7:1, 21-39.

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Harris, M.A. (2018) The Relationship Between Physical Inactivity and Mental Wellbeing: Findings from a Gamification-based Community-wide Physical Activity Intervention. Health Psychology Open, 5:1, online.

Littlecott, H.J., Long, S., Hawkins, J., Murphy, S., Hewitt, G., Eccles, G., Fletcher, A. & Moore, G.F. (2018) Health Improvement and Educational Attainment in Secondary Schools: Complementary or Competing Priorities? Exploratory Analyses from the School of Health Research Network in Wales. Health Education & Behavior, online.

Scanlan, F., Jorm, A., Reavley, N., Meyer, D. & Bhar, S. (2017) Treatment Choices for Depression: Young People’s Response to a Traditional e-Health versues a Health 2.0 Website. Digital Health, 3, online.

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Alderman, G.L. and Green, S.K. (2011) Social Powers and Effective Classroom Management: Enhancing Teacher-Student Relationships. Intervention in School and Clinic, 47 (1): 39-44.

Banks, R. and Zionts, P. (2009) Teaching a Cognitive Behavioral Strategy to Manage Emotions: Rational Emotive Behavior Therapy in an Educational Setting. Intervention in School and Clinic, 44 (5): 307-313.

Hart, A., Ganon, E., Eryigit-Madzwamuse, S., Cameron, J., Aranda, K., Rathbone, A. & Heaver, B. (2016) Uniting Resilience Research and Practice with an Inequalities Approach. Sage Open, 6:4, online.

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Colton, A.B. and Sparks-Langer, G.M. (1993) A Conceptual Framework to Guide the Development of Teacher Reflection and Decision Making. Journal of Teacher Education, 44 (1): 45-54.

Ellwein, M.C., Graue, M.E. and Comfort, R.E. (1990) Talking about Instruction: Student Teachers’ Reflections on Success and Failure in the Classroom. Journal of Teacher Education, 41 (5): 3-14.

Strick, M. & Papies, E.K. (2017) A Brief Mindfulness Exercise Promotes the Correspondence Between the Implicit Affiliation Motive and Goal Setting. Personality and Social Psychology Bulletin, 43:5, 623-637.

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Annan, J. and Priestley, A. (2012) A Contemporary Story of School Psychology. School Psychology International, 33 (3): 325-344.

Bjornsen, H.N., Espnes, G.A., Eilertsen, M-E, B., Ringdal, R. & Moksnes, U.K. (2017) The Relationship Between Positive Mental Health Literacy and Mental Well-Being Among Adolescents. The Journal of School Nursing, online. 

Koenderink, J., van Doorn, A. & Wagemans, J. (2015) Deploying the Mental Eye.  i-Perception, 6:5, online.

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Garmy, P., Jakobsson, U., Carlsson, K.S., Berg, A. & Clausson, E.K. (2014) Evaluation of a School-Based Program Aimed at Preventing Depressive Symptoms in Adolescents. The Journal of School Nursing, 31:2, 117-125.

Rees-Evans, D. & Pevalin, D.J. (2017) Using the Principle Based Model to Improve Well-Being in School: A Mixed-Methods Pilot Study. Sage Open, 7:2, online. 

Villaggi, B., Provencher, H., Coulombe, S., Meunier, S., Radziszewski, S., Hudon, C., Roberge, P., Provencher, M.D. & Houle, J. (2015) Self-Management Strategies in Recovery from Mood and Anxiety Disorders. Global Qualitative Nursing Research, 2, online.

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del Carmen, M. & Palomino, P. (2017) An Analysis of Self-Concept in Students with Compensatory Education Needs for Developing a Mindfulness-Based Psychoeducational Program. Sage Open, 7:2, online. 

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Messer, D., Horan, J.J., Turner, W. & Weber, W. (2015) The Effects of Internet-Delivered Mindfulness Training on Stress, Coping, and Mindfulness in University Students. AERA Open, 2:1, online. 

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Cornelissen, G., Liou, Y-H., Daly, A.J., van Swet, J., Beijaard, D., Bergen, T. & Canrinus, E.T. (2015) Teacher Education’s Challenge of Changing Research Relationships with Schools. AERA Open, 1:4, online.

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Penuel, W.R., Briggs, D.C., Davidson, K.L., Herlihy, C., Sherer, D., Hill, H.C., Farrell, C. & Allen, A-R. (2017) How School and District Leaders Access, Perceive, and Use Research. AERA Open, 3:2, online.

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Barrett, P., Davies, F., Zhang, Y. & Barrett, L. (2016) The Holistic Impact of Classroom Spaces on Learning in Specific Subjects. Environment and Behaviour, 49:4, 425-451.

Satterlee, D.J., Molavi, J.M. & Williams, M.E. (2015) An Evaluation of Early Education Based on Physical Environmental Guidelines. Sage Open, 5:2, online.

van den Berg, Y.H.M. & Stoltz, S. (2018) Enhancing Social Inclusion of Children with Externalizing Problems Through Classroom Seating Arrangements: A Randomized Controlled Trial. Journal of Emotional and Behavioural Disorders, 26:1, 31-41.

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Lesham, S., Zion, N. & Friedman, A. (2015) A Dream of a School: Student Teachers Envision Their Ideal School. Sage Open, 5:4, online. 

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Deringer, S.A. (2017) Mindful Place-Based Education: Mapping the Literature. Journal of Experiential Education, 40:4, 333-348.

Ergas, O. (2015) Educating the Wandering Mind: Pedagogical Mechanisms of Mindfulness for a Curricular Blind Spot. Journal of Transformative Education, 14:2, 98-119.

Strandberg, K., Himmelroos, S., Gronlund, K. (2017) Do Discussions in Like-Minded Groups Necessarily Lead to  More Extreme Opinions? Deliberative Democracy and Group Polarization. International Political Science Review, online.

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