Skip to main content

Research Repository

Advanced Search

Outputs (71)

Psychometric Evaluation of Aurora-a: An Augmented Assessment of Analytical, Practical, and Creative Abilities in Middle Childhood and Early Adolescence (2024)
Journal Article
Hein, S., Tan, M., Ahmed, Y., Elliot, J. . G., Bolden, D. . S., Sternberg, R. . J., & Grigorenko, E. . L. (in press). Psychometric Evaluation of Aurora-a: An Augmented Assessment of Analytical, Practical, and Creative Abilities in Middle Childhood and Early Adolescence. Merrill-Palmer Quarterly: Journal of Developmental Psychology,

The Theory of Successful Intelligence defines intelligence as the integrated set of abilities and competencies in specific domains needed to attain success in life. Informed by this theory, we examined the dimensionality, reliability, and validity of... Read More about Psychometric Evaluation of Aurora-a: An Augmented Assessment of Analytical, Practical, and Creative Abilities in Middle Childhood and Early Adolescence.

Dyslexia in the twenty-first century: a commentary on the IDA definition of dyslexia. (2024)
Journal Article
Elliott, J. G., & Grigorenko, E. L. (2024). Dyslexia in the twenty-first century: a commentary on the IDA definition of dyslexia. Annals of Dyslexia, https://doi.org/10.1007/s11881-024-00311-0

In offering a commentary upon the IDA definition, we address its main components in turn. While each is technically accurate, we argue that, when taken together, the definition, or more accurately, the use to which it is often put, becomes problemati... Read More about Dyslexia in the twenty-first century: a commentary on the IDA definition of dyslexia..

It’s Time to Be Scientific About Dyslexia (2020)
Journal Article
Elliott, J. (2020). It’s Time to Be Scientific About Dyslexia. Reading Research Quarterly, 55(51), 561-575. https://doi.org/10.1002/rrq.333

The author argues that despite the vast proliferation of scientific research, our understanding of dyslexia is marked by serious weaknesses of conceptualization, definition, and operationalization that are not only unscientific but also result in imp... Read More about It’s Time to Be Scientific About Dyslexia.

The dyslexia debate: life without the label (2020)
Journal Article
Gibbs, S., & Elliott, J. (2020). The dyslexia debate: life without the label. Oxford Review of Education, 46(4), 487-500. https://doi.org/10.1080/03054985.2020.1747419

In this paper, we discuss the problematic use of the term dyslexia. Noting that there are no unambiguous objective diagnostic criteria for ‘dyslexia’, in part because this term is understood in multiple ways, we discuss its relevance for informing ed... Read More about The dyslexia debate: life without the label.

Research studies on dyslexia: participant inclusion and exclusion criteria (2020)
Journal Article
Lopes, J., Gomes, C., Oliveira, C., & Elliott, J. (2020). Research studies on dyslexia: participant inclusion and exclusion criteria. European Journal of Special Needs Education, 35(5), 587-602. https://doi.org/10.1080/08856257.2020.1732108

Dyslexia is a term widely used to describe reading characterised by problems with the fluent and accurate letter or word recognition. Nevertheless, there is no consensus about the definition, origin, and diagnosis of dyslexia and the term is often us... Read More about Research studies on dyslexia: participant inclusion and exclusion criteria.

Dynamic testing: Can a robot as tutor be of help in assessing children's potential for learning? (2019)
Journal Article
Resing, W. C., Bakker, M., Elliott, J. G., & Vogelaar, B. (2019). Dynamic testing: Can a robot as tutor be of help in assessing children's potential for learning?. Journal of Computer Assisted Learning, 35(4), 540-554. https://doi.org/10.1111/jcal.12358

This study examined whether computerized dynamic testing by utilizing a robot would lead to different patterns in children's (aged 6–9 years) potential for learning and strategy use when solving series‐completion tasks. The robot, in a “Wizard of Oz”... Read More about Dynamic testing: Can a robot as tutor be of help in assessing children's potential for learning?.

What did PISA and TIMSS ever do for us?: the potential of large scale datasets for understanding and improving educational practice (2018)
Journal Article
Elliott, J., Stankov, L., Lee, J., & Beckmann, J. (2019). What did PISA and TIMSS ever do for us?: the potential of large scale datasets for understanding and improving educational practice. Comparative Education, 55(1), 133-155. https://doi.org/10.1080/03050068.2018.1545386

There appears to be something of an intellectual and philosophical gulf between education researchers who seek insights from statistical analyses of complex data-sets such as those provided by the OECD (PISA), and others who seek to develop rich, con... Read More about What did PISA and TIMSS ever do for us?: the potential of large scale datasets for understanding and improving educational practice.

Dynamic assessment: a case of unfulfilled potential? (2018)
Journal Article
Elliott, J., Resing, W., & Beckmann, J. (2018). Dynamic assessment: a case of unfulfilled potential?. Educational Review, 70(1), 7-17. https://doi.org/10.1080/00131911.2018.1396806

This paper updates a review of dynamic assessment in education by the first author, published in this journal in 2003. It notes that the original review failed to examine the important conceptual distinction between dynamic testing (DT) and dynamic a... Read More about Dynamic assessment: a case of unfulfilled potential?.

Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000 (2017)
Journal Article
Elliott, J., & Place, M. (2019). Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000. Journal of Child Psychology and Psychiatry, 60(1), 4-15. https://doi.org/10.1111/jcpp.12848

Background A generation has passed since the literature on the conceptualisation, assessment and treatment of school refusal was reviewed in this journal (Elliott, 1999). In the light of considerable gaps in the literature, identified at that time, a... Read More about Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000.

Dynamic testing and test anxiety amongst gifted and average-ability children (2016)
Journal Article
Vogelaar, B., Bakker, M., Elliott, J., & Resing, W. (2017). Dynamic testing and test anxiety amongst gifted and average-ability children. British Journal of Educational Psychology, 87(1), 75-89. https://doi.org/10.1111/bjep.12136

Background Dynamic testing has been proposed as a testing approach that is less disadvantageous for children who may be potentially subject to bias when undertaking conventional assessments. For example, those who encounter high levels of test anxiet... Read More about Dynamic testing and test anxiety amongst gifted and average-ability children.

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory (2016)
Journal Article
Resing, W., Bakker, M., Pronk, C., & Elliott, J. (2017). Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory. Journal of Experimental Child Psychology, 153, 83-109. https://doi.org/10.1016/j.jecp.2016.09.004

The current study investigated developmental trajectories of analogical reasoning performance of 104 7- and 8-year-old children. We employed a microgenetic research method and multilevel analysis to examine the influence of several background variabl... Read More about Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory.

Dynamic testing and transfer: An examination of children's problem-solving strategies (2016)
Journal Article
Resing, W., Bakker, M., Pronk, C., & Elliott, J. (2016). Dynamic testing and transfer: An examination of children's problem-solving strategies. Learning and Individual Differences, 49, 110-119. https://doi.org/10.1016/j.lindif.2016.05.011

This study examined the problem-solving behaviour of 104 children (aged 7–8 years) when tackling construction-analogy tasks. Children were allocated to one of two conditions: either a form of unguided practice alone or this in combination with traini... Read More about Dynamic testing and transfer: An examination of children's problem-solving strategies.

Progress in the inductive strategy-use of children from different ethnic backgrounds: a study employing dynamic testing (2016)
Journal Article
Resing, W., Touw, K., Veerbeek, J., & Elliott, J. (2017). Progress in the inductive strategy-use of children from different ethnic backgrounds: a study employing dynamic testing. Educational Psychology, 37(2), 173-191. https://doi.org/10.1080/01443410.2016.1164300

This study investigated potential differences in inductive behavioural and verbal strategy-use between children (aged 6–8 years) from indigenous and non-indigenous backgrounds. This was effected by the use of an electronic device that could present a... Read More about Progress in the inductive strategy-use of children from different ethnic backgrounds: a study employing dynamic testing.

Leaders’ smiles reflect cultural differences in ideal affect (2016)
Journal Article
Tsai, J., Ang, J., Blevins, E., Goernandt, J., Fung, H., Jiang, D., …Haddouk, L. (2016). Leaders’ smiles reflect cultural differences in ideal affect. Emotion, 16(2), 183-195. https://doi.org/10.1037/emo0000133

Cultures differ in the emotions they teach their members to value (“ideal affect”). We conducted 3 studies to examine whether leaders’ smiles reflect these cultural differences in ideal affect. In Study 1, we compared the smiles of top-ranked America... Read More about Leaders’ smiles reflect cultural differences in ideal affect.

Using creativity to predict future academic performance: An application of Aurora's five subtests for creativity (2016)
Journal Article
Mourgues, C., Tan, M., Hein, S., Elliott, J., & Grigorenko, E. (2016). Using creativity to predict future academic performance: An application of Aurora's five subtests for creativity. Learning and Individual Differences, 51, 378-386. https://doi.org/10.1016/j.lindif.2016.02.001

In this study, we investigated the specific contribution of creativity, as assessed by the five creativity subtests of the Aurora Battery, to future academic performance, independently of past academic performance. Specifically, in a sample of 1165 7... Read More about Using creativity to predict future academic performance: An application of Aurora's five subtests for creativity.

Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: The MOVE Project (2016)
Journal Article
Tymms, P., Curtis, S. E., Routen, A. C., Thomson, K. H., Bolden, D. S., Bock, S., …Kasim Adetayo, S. (2016). Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: The MOVE Project. BMJ Open, 6(1), Article e009318. https://doi.org/10.1136/bmjopen-2015-009318

Objective: To assess the effectiveness of two interventions in improving the physical activity and wellbeing of secondary school children. Design: A clustered randomised controlled trial; classes, one per school, were assigned to one of three interve... Read More about Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: The MOVE Project.

Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability? (2015)
Journal Article
Elliott, J., & Resing, W. (2015). Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?. Journal of Intelligence, 3(4), 137-157. https://doi.org/10.3390/jintelligence3040137

This paper examines the value of intelligence testing for the purpose of informing us how best to intervene with children with reading disability. While the original function of IQ testing was to ascertain whether a child was capable of profiting fro... Read More about Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?.

I problem nella diagnosi della dislessa e il mercato che circonda la sua valutazione: un’intervista a Julian Elliott = The problems in diagnosing dyslexia and the market surrounding its assessment: An Interview with Julian Elliott (2015)
Journal Article
Della Salla, S., & Elliott, J. (2015). I problem nella diagnosi della dislessa e il mercato che circonda la sua valutazione: un’intervista a Julian Elliott = The problems in diagnosing dyslexia and the market surrounding its assessment: An Interview with Julian Elliott

Julian Elliott è Preside del Collingwood College e Professore di Pedagogia all'Università di Durham. Recentemente, insieme a Elena Grigorenko, ha pubblicato uno stimolante libro, per Cambridge Press, intitolato The Dyslexia Debate (Ndr – Il dibattito... Read More about I problem nella diagnosi della dislessa e il mercato che circonda la sua valutazione: un’intervista a Julian Elliott = The problems in diagnosing dyslexia and the market surrounding its assessment: An Interview with Julian Elliott.

The differential effects of labelling: how do ‘dyslexia’ and ‘reading difficulties’ affect teachers’ beliefs (2015)
Journal Article
Gibbs, S., & Elliott, J. (2015). The differential effects of labelling: how do ‘dyslexia’ and ‘reading difficulties’ affect teachers’ beliefs. European Journal of Special Needs Education, 30(3), 323-337. https://doi.org/10.1080/08856257.2015.1022999

This paper reports a survey of primary school teachers’ beliefs about working with poor readers. The primary research question was ‘does the way difficulties with reading are labelled affect the teachers’ beliefs about their ability to intervene effe... Read More about The differential effects of labelling: how do ‘dyslexia’ and ‘reading difficulties’ affect teachers’ beliefs.

Children with low working memory and children with ADHD: same or different? (2014)
Journal Article
Holmes, J., Hilton, K., Place, M., Alloway, T., Elliott, J., & Gathercole, S. (2014). Children with low working memory and children with ADHD: same or different?. Frontiers in Human Neuroscience, 8, Article 976. https://doi.org/10.3389/fnhum.2014.00976

The purpose of this study was to compare working memory (WM), executive function, academic ability, and problem classroom behaviors in children aged 8–11 years who were either identified via routine screening as having low WM, or had been diagnosed w... Read More about Children with low working memory and children with ADHD: same or different?.

The end of dyslexia? (2014)
Journal Article
Elliott, J., & Grigorenko, E. (2014). The end of dyslexia?. Psychologist (Leicester), 27(8), 576-580

Lessons from abroad: Whatever happened to pedagogy? (2014)
Journal Article
Elliott, J. (2014). Lessons from abroad: Whatever happened to pedagogy?. Comparative Education, 50(1), 27-44. https://doi.org/10.1080/03050068.2013.871835

This paper considers attempts to import pedagogic practices from other educational systems. In so doing, it focuses upon policymakers’ attempts to: (a) import interactive whole class teaching approaches to the UK (and, to a lesser extent, the US); an... Read More about Lessons from abroad: Whatever happened to pedagogy?.

Gifted Identification with Aurora: Widening the Spotlight. (2012)
Journal Article
Kornilov, S., Tan, M., Elliott, J., Sternberg, R., & Grigorenko, E. (2012). Gifted Identification with Aurora: Widening the Spotlight. Journal of Psychoeducational Assessment, 30(1), 117-133. https://doi.org/10.1177/0734282911428199

The current need to think globally over the long term has necessarily altered perspectives in education. Expectations for educational outcomes have increased over the last century for all students and, in many societies, diverse educational programs... Read More about Gifted Identification with Aurora: Widening the Spotlight..

The socially skilled teacher and the development of tacit knowledge (2011)
Journal Article
Elliott, J., Stemler, S., Grigorenko, E., Sternberg, R., & Hoffman, N. (2011). The socially skilled teacher and the development of tacit knowledge. British Educational Research Journal, 37(1), 83-103. https://doi.org/10.1080/01411920903420016

Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee... Read More about The socially skilled teacher and the development of tacit knowledge.

Computerized dynamic testing: A study of the potential of an approach using sensor technology (2011)
Journal Article
Resing, W., Steijn, W., Xenidou-Dervou, I., Stevenson, C., & Elliott, J. (2011). Computerized dynamic testing: A study of the potential of an approach using sensor technology. Journal of Cognitive Education and Psychology, 10(2), 178-194. https://doi.org/10.1891/1945-8959.10.2.178

This study explored the use of computerized dynamic testing in education for 8-year-old children. As for other domains, it was expected that the use of a computer would help overcome difficulties encountered with traditional dynamic test procedures.... Read More about Computerized dynamic testing: A study of the potential of an approach using sensor technology.

Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD (2010)
Journal Article
Holmes, J., Gathercole, S., Place, M., Dunning, D., Hilton, K., & Elliott, J. (2010). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, 24(6), 827-836. https://doi.org/10.1002/acp.1589

This study evaluated the impact of two interventions—a training program and stimulant medication—on working memory (WM) function in children with attention deficit hyperactivity disorder (ADHD). Twenty-five children aged between 8 and 11 years partic... Read More about Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD.

Examining the link between working memory behaviour and academic attainment in students with ADHD (2010)
Journal Article
Alloway, T., Gathercole, S., & Elliott, J. (2010). Examining the link between working memory behaviour and academic attainment in students with ADHD. Developmental Medicine & Child Neurology, 52(7), 632-636. https://doi.org/10.1111/j.1469-8749.2009.03603.x

Aim  The aim of the present study was to investigate whether behaviours typical of working memory problems are associated with poor academic attainment in those with attention-deficit–hyperactivity disorder (ADHD), as well as a non-clinical group ide... Read More about Examining the link between working memory behaviour and academic attainment in students with ADHD.

The prevalance of ADHD-like symptoms in a community sample (2010)
Journal Article
Alloway, T., Elliott, J., & Holmes, J. (2010). The prevalance of ADHD-like symptoms in a community sample. Journal of Attention Disorders, 14(1), 52-56. https://doi.org/10.1177/1087054709356197

The aim of the present study was to explore the prevalence of ADHD symptoms in a community sample of children in the United Kingdom. Method: There were 964 ten year olds (55% boys; M = 10.4 years; SD = 0.6) from mainstream schools in the United Kingd... Read More about The prevalance of ADHD-like symptoms in a community sample.

The diagnostic utility of executive function assessments in the identification of ADHD in children (2010)
Journal Article
Holmes, J., Gathercole, S., Place, M., Alloway, T., Elliott, J., & Hilton, K. (2010). The diagnostic utility of executive function assessments in the identification of ADHD in children. Child and Adolescent Mental Health, 15(1), 37-43. https://doi.org/10.1111/j.1475-3588.2009.00536.x

Background: Deficits in executive functions have been widely reported to characterise individuals with ADHD. The aim of this study was to evaluate the utility of a range of executive function measures for identifying children with ADHD. Method: Eight... Read More about The diagnostic utility of executive function assessments in the identification of ADHD in children.

An evaluation of a classroom-based intervention to help overcome working memory difficulties and improve long-term academic achievement (2010)
Journal Article
Elliott, J., Gathercole, S., Alloway, T., Holmes, J., & Kirkwood, H. (2010). An evaluation of a classroom-based intervention to help overcome working memory difficulties and improve long-term academic achievement. Journal of Cognitive Education and Psychology, 9(3), 227-250. https://doi.org/10.1891/1945-8959.9.3.227

Two contrasting forms of classroom-based intervention were implemented with 256 primary school children identified as having working memory (WM) difficulties. In one, teaching staff were trained to provide educational environments that were sensitive... Read More about An evaluation of a classroom-based intervention to help overcome working memory difficulties and improve long-term academic achievement.

The diagnostic utility of behavioral checklists in identifying children with ADHD and children with working memory deficits. (2009)
Journal Article
Alloway, T., Gathercole, S., Holmes, J., Place, M., Elliott, J., & Hilton, K. (2009). The diagnostic utility of behavioral checklists in identifying children with ADHD and children with working memory deficits. Child Psychiatry and Human Development, 40(3), 353-366. https://doi.org/10.1007/s10578-009-0131-3

The present study investigated whether children with ADHD and those with working memory impairments have a common behavioral profile in the classroom. Three teacher checklists were used: the Conners’ teacher rating scale (CTRS), the behavior rating i... Read More about The diagnostic utility of behavioral checklists in identifying children with ADHD and children with working memory deficits..

Reasoning in children and adolescents. (2009)
Journal Article
Resing, W., Elliott, J., & Higgins, S. (2009). Reasoning in children and adolescents. Educational and Child Psychology, 26(3),

The nature of teacher authority and teacher expertise (2009)
Journal Article
Elliott, J. (2009). The nature of teacher authority and teacher expertise. Support for Learning, 24(4), 197-203. https://doi.org/10.1111/j.1467-9604.2009.01429.x

The so-called 'soft skills' utilised by teachers – including relationship building, awareness of the pupil's context and background and the demonstration of authority – to develop an appropriate learning culture in their classrooms have long been rec... Read More about The nature of teacher authority and teacher expertise.

Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback (2009)
Journal Article
Beckmann, N., Beckmann, J., & Elliott, J. (2009). Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback. Learning and Individual Differences, 19(2), 277-282. https://doi.org/10.1016/j.lindif.2008.09.008

This study takes an individual differences' perspective on performance feedback effects in psychometric testing. A total of 105 students in a mainstream secondary school in North East England undertook a cognitive ability test on two occasions. In on... Read More about Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback.

The Working Memory Rating Scale: A classroom-based behavioural assessment of working memory (2009)
Journal Article
Alloway, T., Gathercole, S., Kirkwood, H., & Elliott, J. (2009). The Working Memory Rating Scale: A classroom-based behavioural assessment of working memory. Learning and Individual Differences, 19(2), 242-245. https://doi.org/10.1016/j.lindif.2008.10.003

The aim of the present study was to investigate the potential of the Working Memory Rating Scale (WMRS), an observer-based rating scale that reflects behavioral difficulties of children with poor working memory. The findings indicate good internal re... Read More about The Working Memory Rating Scale: A classroom-based behavioural assessment of working memory.

The cognitive and behavioural characteristics of children with low working memory (2009)
Journal Article
Alloway, T., Gathercole, S., Kirkwood, H., & Elliott, J. (2009). The cognitive and behavioural characteristics of children with low working memory. Child Development, 80(2), 606-621. https://doi.org/10.1111/j.1467-8624.2009.01282.x

This study explored the cognitive and behavioral profiles of children with working memory impairments. In an initial screening of 3,189 five- to eleven-year-olds, 308 were identified as having very low working memory scores. Cognitive skills (IQ, voc... Read More about The cognitive and behavioural characteristics of children with low working memory.

Neocolonialism in education: Cooperative learning, Western pedagogy in an Asian Context (2009)
Journal Article
Nguyen, M., Elliott, J., Terlouw, C., & Pilot, A. (2009). Neocolonialism in education: Cooperative learning, Western pedagogy in an Asian Context. Comparative Education, 45(1), 109-130. https://doi.org/10.1080/03050060802661428

This article is concerned with the influence of western educational approaches in non-western countries and societies. This influence is frequently referred to as educational neocolonialism in the sense that western paradigms tend to shape and influe... Read More about Neocolonialism in education: Cooperative learning, Western pedagogy in an Asian Context.

Cooperative learning that features a culturally appropriate pedagogy (2009)
Journal Article
Nguyen, P., Terlouw, C., Pilot, A., & Elliott, J. (2009). Cooperative learning that features a culturally appropriate pedagogy. British Educational Research Journal, 35(6), 857-873. https://doi.org/10.1080/01411920802688762

Many recent intercultural studies have shown that people cooperate with each other differently across cultures. We argue that cooperative learning (CL), an educational method originating in the USA and with fundamental psychological assumptions based... Read More about Cooperative learning that features a culturally appropriate pedagogy.

Goal orientations in Russian university students: from mastery to performance? (2008)
Journal Article
Remedios, R., Kiseleva, Z., & Elliott, J. (2008). Goal orientations in Russian university students: from mastery to performance?. Educational Psychology, 28(6), 677-691. https://doi.org/10.1080/01443410802200257

Research in the UK has shown that students start their university career with the goal of mastering their subject, but this focus shifts as they progress through their degree program. Studies have suggested that unlike students in the UK, Russian stu... Read More about Goal orientations in Russian university students: from mastery to performance?.

Does dyslexia exist? (2008)
Journal Article
Elliott, J., & Gibbs, S. (2008). Does dyslexia exist?. Journal of Philosophy of Education, 42(3-4), 475-491. https://doi.org/10.1111/j.1467-9752.2008.00653.x

In this paper we argue that attempts to distinguish between categories of ‘dyslexia’ and ‘poor reader’ or ‘reading disabled’ are scientifically unsupportable, arbitrary and thus potentially discriminatory. We do not seek to veto scientific curiosity... Read More about Does dyslexia exist?.

The impact of the West on post-Soviet Russian education: change and resistance to change. (2007)
Journal Article
Elliott, J., & Tudge, J. (2007). The impact of the West on post-Soviet Russian education: change and resistance to change. Comparative Education, 43, 93-112. https://doi.org/10.1080/03050060601162420

In this paper we draw on Bronfenbrenner's theory of human development in order to examine western influences upon Russian education. We argue that while some have embraced western ideas about education and schooling, reflecting both the influence of... Read More about The impact of the West on post-Soviet Russian education: change and resistance to change..

Attentional and executive behavioural profiles of children with poor working memory. (2007)
Journal Article
Gathercole, S., Alloway, T., Kirkwood, H., Elliott, J., Holmes, J., & Hilton, K. (2008). Attentional and executive behavioural profiles of children with poor working memory. Learning and Individual Differences, 18(2), 214-223. https://doi.org/10.1016/j.lindif.2007.10.003

The purpose of this study was to explore the profiles of classroom behaviour relating to attention and executive functions in children with very poor working memory, and to test the hypothesis that inattentive behaviour and working memory problems co... Read More about Attentional and executive behavioural profiles of children with poor working memory..

Difficulties and Dilemmas in the Assessment of Special Educational Needs. (2006)
Journal Article
Tymms, P., & Elliott, J. (2006). Difficulties and Dilemmas in the Assessment of Special Educational Needs

This paper considers conceptual and methodological difficulties concerning the assessment of children's special educational needs. It argues that the resurgence of the medical meodel of diagnosis and categorisation often offers little to those who se... Read More about Difficulties and Dilemmas in the Assessment of Special Educational Needs..

There's more to teaching than instruction: seven strategies for dealing with the practical side of teaching. (2006)
Journal Article
Stemler, S., Elliott, J., Grigorenko, E., & Sternberg, R. (2006). There's more to teaching than instruction: seven strategies for dealing with the practical side of teaching. Educational Studies, 32, 101-118

In this paper, we highlight the importance for teachers of having sound practical skills in interacting with students, parents, administrators and other teachers, and argue that the development of such skills is often insufficiently considered in pro... Read More about There's more to teaching than instruction: seven strategies for dealing with the practical side of teaching..

Thinking Skills Frameworks for Use in Education and Training (2005)
Journal Article
Moseley, D., Elliott, J., Gregson, M., & Higgins, S. (2005). Thinking Skills Frameworks for Use in Education and Training. British Educational Research Journal, 31(3), 367-390. https://doi.org/10.1080/01411920500082219

This article details findings from a systematic review and evaluation of frameworks and taxonomies for understanding thinking, with particular reference to learning in post-16 contexts. It describes the means used to identify and evaluate 35 framewor... Read More about Thinking Skills Frameworks for Use in Education and Training.

Dynamic Assessment in Educational Settings: Realising Potential (2003)
Journal Article
Elliott, J. (2003). Dynamic Assessment in Educational Settings: Realising Potential. Educational Review, 55(1), 15-32. https://doi.org/10.1080/00131910303253

This paper outlines current developments in dynamic assessment, an approach that has great intuitive appeal for many professional psychologists and teachers, yet which has, to date, failed to take root in mainstream practice. In highlighting the natu... Read More about Dynamic Assessment in Educational Settings: Realising Potential.

Achievement Motivation across Cultures: Some Puzzles and Their Implications for Future Research (2002)
Journal Article
Hufton, N., Elliott, J., & Illushin, L. (2002). Achievement Motivation across Cultures: Some Puzzles and Their Implications for Future Research. New Directions for Child and Adolescent Development, 65-85

Discusses findings of a cross-cultural study of the relation between self-perception of academic competence and achievement, and attribution of achievement to effort or ability. Considers problems in fitting Anglo-American motivation theory with Russ... Read More about Achievement Motivation across Cultures: Some Puzzles and Their Implications for Future Research.

The Culture and Contexts of Achievement Motivation (2002)
Journal Article
Elliott, J., & Bempechat, J. (2002). The Culture and Contexts of Achievement Motivation. New Directions for Child and Adolescent Development, 7-26

Argues that the psychosocial bases of achievement motivation, when integrated with principles of cultural anthropology and cultural psychology, will move both theory and research forward. Maintains that researchers should contextualize research quest... Read More about The Culture and Contexts of Achievement Motivation.

Educational Motivation and Engagement: qualitative accounts from three countries (2002)
Journal Article
Hufton., N., Elliott, J., & Illushin, L. (2002). Educational Motivation and Engagement: qualitative accounts from three countries. British Educational Research Journal, 28(2), 265-289. https://doi.org/10.1080/01411920120122185

This article extends and develops earlier survey studies by reporting findings from detailed interviews with adolescents in Sunderland, Kentucky and St Petersburg. The interviews sought to examine a number of key factors underpinning educational moti... Read More about Educational Motivation and Engagement: qualitative accounts from three countries.

The Kids Are Doing All Right': Differences in Parental Satisfaction, Expectation, and Attribution in St. Petersburg, Sunderland, and Kentucky (2001)
Journal Article
Elliott, J., Hufton, N., Illushin, L., & Willis, W. (2001). The Kids Are Doing All Right': Differences in Parental Satisfaction, Expectation, and Attribution in St. Petersburg, Sunderland, and Kentucky. Cambridge Journal of Education, 31(2), 179-204

Explores children's attitudes, beliefs, and behaviors in Sunderland (United Kingdom), Eastern Kentucky, and St. Petersburg (Russia) by surveying parental perspectives. States that findings from these three regions reinforce earlier findings about Bri... Read More about The Kids Are Doing All Right': Differences in Parental Satisfaction, Expectation, and Attribution in St. Petersburg, Sunderland, and Kentucky.

Motivation in the junior years: international perspectives on children's attitudes, expectations and behaviour and their relationship to educational achievement (2001)
Journal Article
Elliott, J., Hufton, N., Illushin, L., & Lauchlan, F. (2001). Motivation in the junior years: international perspectives on children's attitudes, expectations and behaviour and their relationship to educational achievement. Oxford Review of Education, 27(1), 37-68. https://doi.org/10.1080/03054980123436

This paper reports findings from a large-scale international investigation of a number of factors that are considered to impact upon educational motivation and achievement. Following on from an earlier investigation of adolescent attitudes, the prese... Read More about Motivation in the junior years: international perspectives on children's attitudes, expectations and behaviour and their relationship to educational achievement.