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Number of items: 11.


Richardson, John T. E. (2011). The academic engagement of white and ethnic minority students in distance education. Educational Psychology, 31 pp. 123–139.


Holliman, Andrew J.; Wood, Clare and Sheehy, Kieron (2010). The contribution of sensitivity to speech rhythm and non-speech rhythm to early reading development. Educational Psychology, 30(3) pp. 247–267.


Farrington-Flint, Lee; Coyne, Emily; Stiller, James and Heath, Emily (2008). Variability in children's early reading strategies. Educational Psychology, 28(6) pp. 643–661.

Farrington-Flint, Lee; Stash, Amanda and Stiller, James (2008). Monitoring variability and change in children's spelling strategies. Educational Psychology, 28(2) pp. 133–149.


Burkitt, E. and Barnett, N. (2006). The Effects of Brief and Elaborate Mood Induction Procedures on the Size of Young Children’s Drawings. Educational Psychology, 26(1) pp. 93–108. file


Murphy, Suzanne M. and Tyler, Sheila (2005). The relationship between learning approaches to part-study of management courses, and transfer of learning to the workplace. Educational Psychology, 25(5) pp. 455–469.

Richardson, John T. E. (2005). Students’ approaches to learning and teachers’ approaches to teaching in higher education. Educational Psychology, 25(6) pp. 673–680.


Burkitt, Esther; Barrett, Martyn and Davis, Alyson (2004). The effect of affective characterizations on the use of size and colour in drawings produced by children in the absence of a model. Educational Psychology, 24(3) pp. 315–343. file

Price, Linda (2004). Individual differences in learning: cognitive control, cognitive style and learning style. Educational Psychology, 24(5) pp. 681–698.

Wood, Clare (2004). Do levels of pre-school alphabetic tuition affect the development of phonological awareness and early literacy? Educational Psychology, 24(1) pp. 3–11.


Keogh, Teresa; Barnes, Peter; Joiner, Richard and Littleton, Karen (2000). Gender, pair composition and computer versus paper presentations of an english language task. Educational Psychology, 20(1) pp. 33–44.

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