Publications

Fraser Lauchlan

Section Pages

Books
Being Scottish In Italy
List of Publications

Current list of publications

Lauchlan, F. & Boyle, C. (in press). Labelling and Inclusive Education. In Oxford Research Encyclopedia of Inclusive and Special Education, M. Nel, U. Sharma & S. Salend (Eds.). Oxford: Oxford University Press
Allen, K., Boyle, C. & Lauchlan, F. (in press). Using social skills training to enhance inclusion for students with ASD in mainstream schools. In Inclusive Education: Global issues and controversies, J. Anderson & C. Boyle (Eds.). Leiden: Brill Publishers
Lauchlan, F., Gibbs, S. & Atkinson, C. (2019). Selected Papers. Editorial. Educational and Child Psychology, vol. 36(3), p. 5-6.
Lauchlan, F., Resing, W. & Richards, A. (2019). New Research in Educational Psychology. Editorial. Educational and Child Psychology, vol. 36(1), p. 6-8.
Lauchlan, F., Arishi, L. & Boyle, C. (2017). Inclusive education and the politics of difference: Considering the effectiveness of labelling in special education. Educational and Child Psychology, vol. 34 (4), p. 9-19.
Lauchlan, F., Boyle, C., Gibbs, S. & Resing, W. (2017). Labelling and Diagnosis. Editorial. Educational and Child Psychology, vol. 34(4), p. 5-8.
Lauchlan, F., Boyle, J. & Mackay, T. (2017). The legislative context and shared practice models. In Frameworks for Practice in Educational Psychology: A textbook for trainees and practitioners, Second Edition, B. Kelly, L.M.Woolfson & J. Boyle (Eds.), p. 44-60. London: Jessica Kingsley Publishers.
Lauchlan, F. & Couto, M.C.P. (Eds.) (2017). Bilingualism and minority languages in Europe: Current trends and developments. Newcastle, UK: Cambridge Scholars
Lauchlan, F. & Couto, M.C.P. (2017). Bilingualism and minority languages: the current context in Europe. In Bilingualism and minority languages in Europe: Current trends and developments, F. Lauchlan & M.C.P. Couto (Eds.), pp.1-10. Newcastle, UK: Cambridge Scholars
Lauchlan, F., Parisi, M. & Fadda, R. (2017). Attitudes amongst children and their parents to speaking and learning a minority language in school: Perspectives from Scotland and Sardinia. In Bilingualism and minority languages in Europe: Current trends and developments, F. Lauchlan & M.C.P. Couto (Eds.), pp.94-118. Newcastle, UK: Cambridge Scholars.
Resing, W., Lauchlan, F. & Elliott, J. (2017). Bridging the gap between psychological assessment and educational instruction. Editorial. Educational and Child Psychology, 34(1), pp.6-8.
Gibbs, S. & Lauchlan, F. (2015). Practising Psychology in Challenging Times. Editorial. Educational and Child Psychology, 32(4), p.6.
Lauchlan, F. & Greig, S. (2015). Educational inclusion in England: origins, perspectives and current directions. Support for Learning, 30(1), pp. 69-82.
Lauchlan, F. & Boyle, C. (2014). Commentary: To label or not to label: is this the question? International Journal of Communication and Language Disorders, 49(4), 399-400.
Lauchlan, F. (2014). The nature of bilingualism and implications for educational psychologists. Educational and Child Psychology, 31(2), 9-31.
Cline, T., Lauchlan, F. & Resing, W.C.M. (2014). Bilingualism and Language Diversity. Editorial. Educational and Child Psychology, 31(2), 5-8.
Lauchlan, F. & Carrigan, D. (2013). Improving Learning Through Dynamic Assessment. London: Jessica Kingsley Publishers.
Topping, K. & Lauchlan, F. (2013). Educational Psychologists as Researchers. Australian Educational and Developmental Psychologist, 30(1), 74-83.
Boyle, C. & Lauchlan, F. (2013). A comparative overview of educational psychology across continents. In A.J. Holliman (Ed.), The Routledge International Companion to Educational Psychology, pp.31-40. Oxon: Routledge.
Lauchlan, F. (2013). I think that I think I know what I'm doing: Improving learning through the use of meta-cognition. In C. Boyle (Ed.), Student Learning: Improving Practice, pp1-11. Hauppage, NY: Nova Science Publishers
Resing, W.C.M., Lauchlan, F. & Elliott, J. (2013). Giftedness in Education. Editorial. Educational and Child Psychology, 30(2), 5-6.
Boyle, C. & Lauchlan, F. (2010). Can teacher instructions be improved to enhance task completion by primary school children?. Support for Learning, 25(2), 70-73.
Lauchlan, F., Parisi, M. & Fadda, R. (2013). Bilingualism in Sardinia and Scotland: exploring the cognitive benefits of speaking a minority language. International Journal of Bilingualism, 17(1), 43-56.
Lauchlan, F. (2012). Improving learning through dynamic assessment. Australian Educational and Developmental Psychologist, 29(2), 95-106.
Lauchlan, F., Gibbs, S. & Dunsmuir, S. (2012). Teachers' well-being. Editorial. Educational and Child Psychology, 29(4), 5-7.
Lauchlan, F. & Fadda, R. (2012). The Italian model of full inclusion: Origins and current directions. In C. Boyle & K. Topping (eds.), What Works in Inclusion. pp.31-40. London:McGraw-Hill Education.
Lauchlan, F. & Arnold, C. (2012). Test Review: Wechsler Individual Achievement Test Second UK Edition (WIAT−II UK). Leicester, UK: The British Psychological Society. ISBN: 9781854336361
Eodanable, M. & Lauchlan, F. (2012). Promoting positive emotional health of children of transient armed forces families. School Psychology International, 33(1), 22-38.
Lauchlan, F., Resing, W.C.M. & Elliott, J. (2011). Computerised approaches to assessment: Editorial. Educational and Child Psychology, 28(2), 6-7
MacDonald, E. & Lauchlan, F. (2010). An exploration of the personal motivations of disaffected young peope and what they perceive as barriers to their goals. Educational Psychology in Scotland, 11 (1), 16-27
Munn, P., van der Aalsvoort, D. & Lauchlan, F. (2010). Early Years Education: Editorial. Educational and Child Psychology, 27(4), 6-9
Cunningham, L. & Lauchlan, F. (2010). Pre-school Children in Kinship Care: are we doing enough as EPs? Educational and Child Psychology, 27(4), 73-90
Boyle, C. & Lauchlan, F. (2010). Can teacher instructions be improved to enhance task completion by primary school children?. Support for Learning, 25(2), 70-73.
Eodanable, M. & Lauchlan, F. (2009). The advance of research and evaluation skills by EPs: implications for training and professional development. Educational Psychology in Practice, 25(2), 113-124.
Boyle, C. & Lauchlan, F. (2009). Applied psychology and the case for individual casework: Some reflections on the role of the educational psychologist. Educational Psychology in Practice, 25(1), 71-84.
Boyle, J., MacKay, T. & Lauchlan, F. (2008). The legislative context and shared practice models. In B. Kelly, L. Woolfson & J. Boyle (eds.), Frameworks for Practice in Educational Psychology, pp33-51. London: Jessica Kingsley Publishers.
Davidson, A.L., Boyle, C. & Lauchlan, F. (2008). Scared to lose control? Are we failing to treat the underlying cause in females with a phobia of vomiting? Journal of Clinical Psychology, 64(1), 30-39.
Lauchlan, F., Carrigan, D. & Daly, C. (2007). Bridging the gap between theory and practice in dynamic assessment: a case study. Educational Psychology in Scotland, 9(1), 12-18.
Landor, M., Lauchlan, F., Carrigan, D. & Kennedy, H. (2007). Feeding back the results of dynamic assessment to the child. Advances in Speech-Language Pathology, 9(4), 346-353.
Lauchlan, F. & Boyle, C. (2007). Is the use of labels helpful in special education? Support for Learning, 22(1), 36-42.
Lauchlan, F. (2003). Responding to chronic non-attendance: a review of intervention approaches. Educational Psychology in Practice, 19(2) 133-146.
Lauchlan, F. & Elliott, J. (2001). The psychological assessment of learning potential. British Journal of Educational Psychology, 71, 647-665.
Lauchlan, F. (2001). Addressing the social, cognitive and emotional needs of children: The case for dynamic assessment. Educational and Child Psychology, 18(4), 4-18.
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.
Lauchlan, F. (1999). An investigation of the cultural differences between Israel and the UK and its implications for the promulgation of cognitive intervention and dynamic assessment approaches. London: Anglo-Israel Association.
Elliott, J., Lauchlan, F. and Stringer, P. (1996). Dynamic assessment and its potential for educational psychologists. Part 1: Theory and Practice. Educational Psychology in Practice, 12(3), 152-160
Stringer, P., Elliott, J. and Lauchlan, F. (1997). Dynamic assessment and its potential for educational psychologists. Part 2 - the zone of next development? Educational Psychology in Practice, 12(4), 234-239.
Lauchlan, F. and Elliott, J. (1997). Using dynamic assessment materials as a tool for providing cognitive intervention to children with complex learning difficulties. Educational and Child Psychology, 14(4), 137-148.
Elliott, J. and Lauchlan, F. (1997). Assessing potential: the search for the philosopher's stone? Educational and Child Psychology, 14(4), 6-16.