Dr Brian Apter

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Dr Angela Mansi

University of Westminster

Steven Pinker

Harvard University

Nicola Jane Holt

University of the West of England

Igor Grossmann

University of Waterloo

David Seamon

Kansas State University

Ibrahim Cahit

Near East University

Tarik N. Mohamed

Sohag University

Sheila Macrine, Ph.D.

University of Massachusetts, Dartmouth

Viacheslav Kuleshov

Stockholm University

Jay Einhorn

Argosy University

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Papers by Dr Brian Apter

Poster sessions at the DECP Annual Professional Development Event 2008

DECP Debate

Obituary: Christopher James Reeve, 1940–2012

DECP Debate

ISPA conference: Survey of the prevalence of FSIQ scores in the assessments of UK educational psychologists

DECP Debate

DECP Annual CPD Conference Individual PresentationsChanging brains: Do computerised training programmes designed to improve working memory work?Changing minds and attitudes: How and why psychologists need to be highly visible, ‘out there’ and using the media and politicians to get their point acr...

DECP Debate

MObs Research Update

DECP Debate

Applied educational psychology with 16–25 year olds: new frameworks and perspectives for working with young people

Educational Psychology in Practice, 2020

A large-scale quantitative investigation of teacher- feedback and students' on-task behaviour as associated indicators of the social-emotional climate for learning in academic lessons in UK secondary schools using a systematic observation method: 'MICRO

A large-scale quantitative investigation of teacherfeedback and students' on-task behaviour as as... more

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A review of recent large-scale systematic UK classroom observations, method and findings, utility and impact

Educational Psychology in Practice, 2020

Recent systematic observations of UK classrooms are reviewed. Findings about how verbal teacher-f... more Recent systematic observations of UK classrooms are reviewed. Findings about how verbal teacher-feedback and students' ontask behaviour are associated are discussed. The method, utility and impact of this type of quantitative research are discussed using a large-scale (mass) secondary school study. Findings include: the use of positive feedback by secondary teachers was not associated with students staying on-task more; teachers who talked more when teaching was not associated with students staying on-task more; secondary teachers use positive or critical verbal feedback in relation to academic work and/or behaviour proportionately in similar ratios to primary teachers; students are more on-task with more experienced teachers; more experienced teachers use more verbal behaviour including verbal feedback; teachers use less verbal feedback in inverse proportion to year-group seniority; older secondary students (by year group) are less on-task-irrespective of teacher feedback; secondary students are less on-task (78.15%) than primary students (85.23%).

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Do computerised training programmes designed to improve working memory work?

Educational Psychology in Practice, 2012

A critical review of working memory training research during the last 10 yers is provided. Partic... more A critical review of working memory training research during the last 10 yers is provided. Particular attention is given to research that has attempted to investigate the efficacy of commercially marketed computerised training programmes such as “Cogmed” and “Jungle Memory”. Claimed benefits are questioned on the basis that research methodologies were flawed. It is also argued that the Working Memory model in its current stage of development was under-specified and paradigmatically unsuited to working memory training research. Implications in respect of memory training for applied psychologists working in schools, and possible areas for future research are suggested.

A mass observation study of student and teacher behaviour in British primary classrooms

Educational Psychology in Practice, 2010

... Brian Apter a * , Christopher Arnold b & Jeremy Swinson c pages 151-171. ... Inside the p... more

Improving working memory

Educational Psychology in Practice, 2013

Foucauldian Iterative Learning Conversations - an example of organisational change: developing conjoint-work between EPs and Social Workers

Educational Psychology in Practice, 2014

An organisational change-process in a UK local authority (LA) over two years is examined using tr... more An organisational change-process in a UK local authority (LA) over two years is examined using transcribed excerpts from three meetings. The change-process is analysed using a Foucauldian analytical tool – Iterative Learning Conversations (ILCS). An Educational Psychology Service was changed from being primarily an education-focussed service-provider for children and families, to having a broader multi-agency focus, exemplified in conjoint work with the Social Care department of the LA in non-educational contexts, particularly in changes in working arrangements with children and young people (C&YP) who use Harmful Sexual Behaviour (HSB), and with their families. It is proposed that change-process models used by educational psychologists do not adequately take account of the exercise of power within organisational-change discourse. An exemplar of organisational change described is revealed using ILCS to be an ineluctable top-down innovation, idiosyncratically commissioned and forcefully driven by senior managers in the organisation.

Poster sessions at the DECP Annual Professional Development Event 2008

DECP Debate

Obituary: Christopher James Reeve, 1940–2012

DECP Debate

ISPA conference: Survey of the prevalence of FSIQ scores in the assessments of UK educational psychologists

DECP Debate

MObs Research Update

DECP Debate

Applied educational psychology with 16–25 year olds: new frameworks and perspectives for working with young people

Educational Psychology in Practice, 2020

A large-scale quantitative investigation of teacherfeedback and students' on-task behaviour as as... more

Download

A review of recent large-scale systematic UK classroom observations, method and findings, utility and impact

Educational Psychology in Practice, 2020

Download

Do computerised training programmes designed to improve working memory work?

Educational Psychology in Practice, 2012

A mass observation study of student and teacher behaviour in British primary classrooms

Educational Psychology in Practice, 2010

... Brian Apter a * , Christopher Arnold b & Jeremy Swinson c pages 151-171. ... Inside the p... more

Improving working memory

Educational Psychology in Practice, 2013

Foucauldian Iterative Learning Conversations - an example of organisational change: developing conjoint-work between EPs and Social Workers

Educational Psychology in Practice, 2014

Dr Brian Apter

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