Books by Roger Norgate

Roger Norgate is a consultand educational psychologist with Hampshire County Council. He hs worked in education for over 40 years, initially as a secondary school teacher and for the past 30 years as an educational psychologist. He completed a doctorate on the exclusion of pupils from special schools in 2002 and has served on a number of the DfES advisory groups. He was responsible for managing the project work on Life Long Learning undertaken by the educational psychology service during the development of these materials and has a particular interest in motivation. Jacqueline Batchelor has worked as an educational psychologist with Hampshire County Council for 14 years after her initial training at Tavistock Clinic. Before becoming an educational psychologist, she was a secondary school math's teacher and has also taught children with hearing impairment. She leads the Hampshire Anti-Bullying Good Practice Group, which has run competitions and conferences for young people, as well as devising workshops for school staff, governors and parents. As an educational psychologist, she makes use of her further training in systemic approaches and delivers training on a range of topics, including therapeutic story writing, PATHS )Promoting Alternative Thinking Strategies) and paired learning and motivation. John Burrell is an educational psychologist who started his career teaching children of primary and secondary age before taking up a post in initial teacher education. He contrivuted for over a decade to course elements including primary mathematics, professional practice, child development and the psychology of reaching and learning. Since 1998 he has been employed by Hampshire County Council and has particular interests in supporting children with difficulties in mathematics, those with behavioural, emotional and social difficulties, and children in care. Kate Hancock was a secondary teacher before moving to educational psychology 36 years ago. She is currently with Hampshire County Council and has always liked working with pupils who have social and emotional difficulties. This has developed into a focus on the emotional aspect of leaning. The attribution project has provided for her a rigourous theoretical and practical framework with illuminates many aspects of pupil motivation.