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Browsing publications by Professor Simon Gibbs.

Newcastle AuthorsTitleYearFull text
Professor Simon Gibbs
It could take some time… but do we know where we want to go with education? Part 2 A philosophical perspective on aspects of education in Britain2022
Professor Simon Gibbs
Dr Wilma Barrow
Professor David Leat
Transforming Professional Practice in Education: Psychology, Dialogue and the Practice of Becoming Human2022
Dr Wilma Barrow
Professor Simon Gibbs
Pippa Kendall
Education and Social Justice: Introduction2021
Professor Simon Gibbs
Inclusion – or what might be the future of education2021
Professor Simon Gibbs
It may take a while… but do we know where we want to get to with education? A brief partial history of education2021
Professor Simon Gibbs
Psychology’s role in preventing pathocracy2021
Professor Simon Gibbs
The dyslexia debate: life without the label2020
Professor Simon Gibbs
What’s in a name: the effect of category labels on teachers’ beliefs2020
Professor Simon Gibbs
Submission to the House of Commons Education Committee’s Inquiry into the support for children and young people with special educational needs and disabilities2019
Carol Brown
Professor Simon Gibbs
Allison Reid
The psychological environment and teachers’ collective-efficacy beliefs2019
Benjamin Powell
Professor Simon Gibbs
Behaviour and Learning: The Development of Staff Efficacy in One School2018
Professor Simon Gibbs
Immoral Education: The Assault on Teachers’ Identities, Autonomy and Efficacy2018
Professor Simon Gibbs
Inclusion and Teachers’ Beliefs in their Efficacy2018
Professor Simon Gibbs
The assault on teachers’ identities, autonomy and efficacy or Can education in a troubled world help us in becoming human?2018
Professor Simon Gibbs
The Immorality of Education: A position paper for Educational Psychologists2018
Professor Simon Gibbs
Identifying the costs and benefits of educational psychology: a preliminary exploration in two local authorities2017
Professor Simon Gibbs
Professor James Law
Professor Cristina McKean
Dr Helen Stringer
Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology.2017
Professor Simon Gibbs
Professor James Law
Professor Cristina McKean
Dr Helen Stringer
CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children2016
Dr Wilma Barrow
Professor Simon Gibbs
David Lumsdon
Dr Richard Parker
Does it matter if psychologists are unrepresentative?2016
Professor Simon Gibbs
Neuroscience and Educational Psychology2016
Professor Simon Gibbs
Supervision for School Psychologists in Training: Developing a framework from empirical findings2016
Professor Simon Gibbs
Dr Richard Parker
Educational Imbalance2015
Professor Simon Gibbs
Practice Placement Experiences and Needs of Trainee Educational Psychologists in England2015
Professor Simon Gibbs
Practising Psychology in Challenging Times2015
Professor Simon Gibbs
Supervision2015
Professor Simon Gibbs
The differential effects of labelling: how do 'dyslexia' and 'reading difficulties' affect teachers' beliefs2015
Professor Simon Gibbs
The study of 'reading difficulties' as a phenotype of psychology2015
Professor Simon Gibbs
Dr Wilma Barrow
Dr Richard Parker
Child Development and Attachment2014
Professor Simon Gibbs
PhAB2 Primary: Phonological Assessment Battery 2nd Edition Primary2014
Professor Simon Gibbs
Teachers’ resilience and well-being: a role for educational psychology2014
Professor Simon Gibbs
A context for cognitive education: Teachers’ beliefs2013
Professor Simon Gibbs
Psychological research that transforms educational practice2013
Professor Simon Gibbs
Educational Psychology and Teachers' Well-being2012
Professor Simon Gibbs
Benjamin Powell
Teacher efficacy and pupil behaviour: The structure of teachers’ individual and collective beliefs and their relationship with numbers of pupils excluded from school2012
Professor Simon Gibbs
Teachers' resilience and well-being: A role for educational psychology2012
Professor Simon Gibbs
Teachers' Well-being2012
Professor Simon Gibbs
The dyslexia debate2012
Professor Simon Gibbs
Health and educational psychology: The interface2011
Professor Simon Gibbs
Dyslexia: a categorical falsehood without validity or utility2010
Ian Gale
Professor Simon Gibbs
Children with severe, complex and enduring needs2009
Ian Gale
Professor Simon Gibbs
Children with severe, complex and enduring needs2009
Professor Simon Gibbs
Does dyslexia exist?2009
Professor Simon Gibbs
Does dyslexia exist?2009
Professor Simon Gibbs
Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention2008
Professor Simon Gibbs
Teachers’ beliefs about inclusion2008
Professor Simon Gibbs
The development of literacy: Implications of current understanding for applied psychologists and educationalists2008
Professor Simon Gibbs
The structure of primary and secondary teachers' attributions for pupils' misbehaviour: a preliminary cross-phase and cross-cultural investigation2008
Professor Simon Gibbs
No evidence that an exercise-based treatment programme (DDAT) has specific benefits for children with reading difficulties2007
Professor Simon Gibbs
Teachers' perceptions of efficacy: Beliefs that may support inclusion or segregation2007
Professor Simon Gibbs
Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial2006
Professor Simon Gibbs
Evidence for the effectiveness of the Early Literacy Support programme2006
Professor Simon Gibbs
Neuropsychology2005
Professor Simon Gibbs
The interaction of vocabulary and short-term memory in predicting phonological awareness: A comparison of dyslexic and non-dyslexic children2005
Professor Simon Gibbs
Phonological Awareness: An investigation into the developmental role of vocabulary and short-term memory2004
Professor Simon Gibbs
The skills in reading shown by young children with permanent and moderate hearing impairment2004
Professor Simon Gibbs
Do Pictures make a difference? A test of the hypothesis that performance in tests of phonological awareness is eased by the presence of pictures.2003