Currently browsing: Items authored or edited by Janice Wearmouth

Reid, Gavin; Soler, Janet and Wearmouth, Janice (2002). Meeting difficulties in literacy development: research, policy and practice. Routledge.

Wearmouth, Janice and Fensham-Smith, Amber (2021). Introduction. In: Wearmouth, Janice and Lindley, Karen eds. Bringing the Curriculum to Life: Engaging Learners in the English Education System. London: Open University Press McGraw Hill, pp. 1–9.

Wearmouth, Janice; Richmond, Robin and Connors, Bushra (2004). Multi-level responses to behavioural issues in schools. In: Wearmouth, Janice; Glynn, Ted; Richmond, Robin and Berryman, Mere eds. Addressing pupils' behaviour: responses at district, school and individual levels. London: David Fulton.

Wearmouth, Janice and Glynn, Ted (2004). Issues in inclusion and the management of student behaviour in schools. In: Wearmouth, Janice; Glynn, Ted; Richmond, Robin and Berryman, Mere eds. Inclusion and behaviour management in schools: issues and challenges. London: David Fulton.

Wearmouth, Janice (2004). Engaging with the views of disaffected students through 'Talking Stones'. In: Wearmouth, Janice; Glynn, Ted; Richmond, Robin C. and Berryman, Mere eds. Understanding pupil behaviour in school: a diversity of approaches. David Fulton Publishing Ltd, pp. 37–48.

Wearmouth, Janice and Connors, Bushra (2004). Understanding student behaviour in schools. In: Wearmouth, Janice; Glynn, Ted; Richmond, Robin C. and Berryman, Mere eds. Understanding pupil behaviour in school: A Diversity of approaches. David Fulton Publishing Ltd, pp. 1–15.

Wearmouth, Janice (2002). Dilemmas in the choice of responses to pupils’ difficulties in literacy development at multiple levels. In: Wearmouth, Janice; Soler, Janet and Reid, Gavin eds. Addressing difficulties in literacy development : responses at family, school, pupil, and teacher levels. London, UK: RoutledgeFalmer, pp. 3–19.

Wearmouth, Janice and Soler, Janet (2002). How inclusive is the literacy hour? In: Wearmouth, James; Soler, Janet and Reid, Gavin eds. Contextualising difficulties in literacy development: exploring politics, culture, ethnicity and ethics. London, UK: RoutledgeFalmer, pp. 152–165.

Wearmouth, Janice and Soler, Janet (2002). Reading recovery and pause, prompt, praise: professional visions and current practices. In: Wearmouth, Janice; Soler, Janet and Reid, Gavin eds. Contextualising difficulties in literacy development : exploring politics, culture, ethnicity and ethics. London: RoutledgeFalmer, pp. 133–151.

Wearmouth, Janice (2002). Role of the Learning Support Co-ordinator: addressing the challenges. In: Reid, Gavin and Wearmouth, Janice eds. Dyslexia and Literacy: theory and practice. Chichester: Wiley.

Wearmouth, Janice and Reid, Gavin (2002). Issues for assessment and planning of teaching and learning. In: Reid, Gavin and Wearmouth, Janice eds. Dyslexia and literacy : theory and practice. Chichester: Wiley.

Wearmouth, Janice (2001). Inclusion: changing the variables. In: Peer, Lindsay; Reed, Gavin and Reid, Gavin eds. Dyslexia: successful inclusion in the secondary school. London: David Fulton, pp. 44–53.

Wearmouth, Janice (2001). Investigating inclusion: an evaluation of a teachers’ professional development course. In: Wearmouth, Janice ed. Special educational provision in the context of inclusion: policy and practice in schools. London: David Fulton Publishers, pp. 72–94.

Wearmouth, Janice (2001). Pygmalion lives on. In: Wearmouth, Janice ed. Special educational provision in the context of inclusion: policy and practice in schools. London: David Fulton Publishers, pp. 283–290.

Rix, Jonathan; Hall, Kathy; Nind, Melanie; Sheehy, Kieron and Wearmouth, Janice (2009). What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review. Support for Learning, 24(2) pp. 86–94.

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Wearmouth, Janice (2004). Learning from James: Lessons about policy and practice for schools' special provision in the area of literacy difficulties. British Journal of Special Education, 31(2) pp. 60–67.

Wearmouth, Janice (2004). ‘Talking Stones’: an interview technique for disaffected students. Pastoral Care in Education, 22(2) pp. 7–13.

Wearmouth, Janice (2004). Issues in addressing children's difficulties in literacy development through family-school partnerships. Curriculum Journal, 15(1) pp. 5–17.

Wearmouth, Janice; Paige-Smith, Alice and Soler, Janet (2004). Computer conferencing with access to a 'guest expert' in the professional development of special educational needs coordinators. British Journal of Educational Technology, 35(1) pp. 81–93.

Wearmouth, Janice (2003). The Use of a narrative approach to illuminate an individual learning need: implications for teachers’ professional development. Journal of In-Service Education, 29(2) pp. 255–276.

Wearmouth, Janice (2003). Addressing individual difficulties in reading: issues relating to Reading Recovery and Pause, Prompt, Praise. Literacy, 38(1) pp. 3–9.

Openshaw, Roger; Soler, Janet; Wearmouth, Janice and Paige-Smith, Alice (2002). The socio-political context of the development of Reading Recovery in New Zealand and England. Curriculum Journal, 13(1) pp. 25–41.

Soler, Janet and Wearmouth, Janice (2001). How inclusive is the Literacy Hour? British Journal of Special Education, 28(3) pp. 113–119.

Paige-Smith, Alice; Wearmouth, Janice and Soler, Janet (2002). Electronic communication and online access to specialist expertise and information for teachers' professional development. In: ITTE Research Seminar, 2002, The Moller Centre, The University of Cambridge.

Rix, J.; Hall, K.; Nind, M.; Sheehy, K. and Wearmouth, J. (2006). A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London, UK.

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