Learning from nurture groups

Education 3-13

Volumn 32, Issue 3, 2004, Pages 59-72

  Cooper, Paul ^a  

^a UNIVERSITY OF LEICESTER   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79959573459     PISSN: 03004279     EISSN: 14757575     Source Type: Journal    
DOI: 10.1080/03004270485200341     Document Type: Article

References (32)

1. Bennathan, M., and Boxall, M., 1998. The Boxall Profile, East Sutton: Association of Workers for Children with Emotional and Behavioural Difficulties.
2. Bennathan, M., and Boxall, M., 2000. Effective Intervention in Primary Schools: nurture groups, London: Fulton.
3. et al. Changed Lives: the effects of the Perry Pre-School Programme on youths through age 19 Monographs of the High/Scope Press Ypsilanti, MN 1984
4. Boorn, C., 2002. Locating a NG: identifying and evaluating features within a school that would make a suitable host, University of Sheffield. unpublished MSc thesis
5. Bowlby, J., 1975. Attachment and Loss, Vol. I, London: Pimlico.
6. Boxall, M., 2002. NGs in School: principle and practice, London: Paul Chapman.
7. Bruner, J., 1987. “ The transactional self ”. In Making Sense, Edited by: Bruner, J., and Haste, H., London: Methuen. in
8. Bruner, J., Oliver, R., and Greenfield, P., 1966. Studies in Cognitive Growth, New York: Wiley.
9. Castle, F., and Parsons, C., 1998. Disruptive behaviour and exclusions from school: redefining and responding to the problem. Emotional and Behavioural Difficulties, 2 (3): 1–15.
10. Connor, M., 2001. Pupil stress and standard assessment tasks. Emotional and Behavioural Difficulties, 6 (2): 103–111.
11. Connor, M., 2003. Pupil stress and standard assessment tasks: An update. Emotional and Behavioural Difficulties, 8 (2): 101–107.
12. Cooper, P., Arnold, R., and Boyd, E., 1998. The Nature and Distribution of NGs In England and Wales, Cambridge: University of Cambridge School of Education.
13. Cooper, P., and Lovey, J., 1998. Early intervention in EBD: the nature and value of Nurture Groups. European Journal of Special Needs Education, 14 (2): 122–131.
14. Cooper, P., and McIntyre, D., 1993. Commonality in teachers' and pupils' perceptions of effective teaching and learning. British Journal of Educational Psychology, 63: 381–399.
15. Cooper, P., and McIntyre, D., 1996. Effective Teaching and Learning: Teachers' and Students' Perspectives, Milton Keynes: Open University Press.
16. Cooper, P., and Whitebread, D., 2003. The Effectiveness of Nurture Groups: evidence from a national research study, University of Leicester. unpublished research report
17. DfEE. 1997. Excellence for All Children: meeting special educational needs, London: Stationery Office.
18. Doyle, R., 2001. Using a readiness scale for reintegrating pupils with social, emotional and behavioural difficulties from a NG into their mainstream classroom: a pilot study. British Journal of Special Education, 28 (3): 126–132.
19. Doyle, R., 2003. Developing the nurturing school: spreading NG principles and practices into mainstream classrooms. Emotional and Behavioural Difficulties, 8 (4): 253–267.
20. Feuerstein, R., 1969. The Instrumental Enrichment Method: an outline of theory and technique, Jerusalem: HWCRI.
21. Geddes, H., 2003. Attachment and the child in school. Part 1: attachment theory and the dependent child. Emotional and Behavioural Difficulties, 8 (3): 231–242.
22. Iszatt, J., and Wasilewska, T., 1997. NGs: an early intervention model enabling vulnerable children with emotional and behavioural difficulties to integrate successfully into school. Educational and Child Psychology, 14 (3): 121–139.
23. Johnson, M., and Hallgarten, J., 2002. From Victims of Change to Agents of Change: the future of the teaching profession, London: Policy Studies Institute.
24. Lucas, S., 1998. The nurturing school: the impact of NG principles and practice on the whole school. Emotional and Behavioural Difficulties, 4 (3)
25. Maslow, A., 1970. Motivation and Personality, New York: Harper Row.
26. Monro, J., 1999. Learning more about learning improves teacher effectiveness. School Effectiveness and School Improvement, 10 (2): 151–171.
27. Nind, M., 1999. Intensive interaction and autism: a useful approach?. British Journal of Special Education, 26 (2): 96–102.
28. Noddings, N., 1996. Caring pedagogy and Vygotsky. Educational Psychologist.
29. O'Connor, T., and Colwell, J., 2002. The effectiveness and rationale of the ‘NG’ approach to helping children with emotional and behavioural difficulties remain within mainstream education. British Journal of Special Education, 29 (2) 96-10
30. Sylva, K., 1986. “ Findings and recommendations ”. In Start Right: the importance of early learning, Edited by: Ball, C., London: Royal Society of Arts. in
31. Sylva, K., and Ilsley, J., 1992. “ The High/Scope approach to working with young children ”. In Early Education Spring
32. Vygotsky, L.S., 1987. Collected Works, New York: Plenum.