Richard C Watkins
Biographic Data
| ID | 6154835 |
|---|---|
| NAME | Richard C Watkins |
| GIVEN NAMES | Richard C |
| FAMILY NAME | Watkins |
| SIGNATURE | WATKINS R C |
| AFFILIATIONS | School of Education, Learning and Communication Sciences University of Warwick Coventry UK |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Mainstream and special schools’ use of well‐being programmes
The incorporation of mental well‐being provision into school curricula is increasingly the focus of government policy in the UK and internationally. However, it is not clear what well‐being programmes schools provide to pupils, and how these programmes are delivered. The current study was an online survey to assess the use of whole‐school well‐being programmes in primary schools in North Wales. Normalisation Process Theory was utilised as a frame…
Factors From Middle Childhood That Predict Academic Attainment at 15–17 Years in the UK
Success in adult life is associated with end of school academic attainment, but educational inequality is a major issue in the UK. Contextual background factors and personal attributes associated with student academic attainment have been identified in cross-sectional research. However, there has not been a systematic synthesis of these factors from longitudinal studies particularly with a focus on factors from middle childhood. The aim of this s…
Assessing the Social Validity of the Safmeds Strategy From the Perspective of Teachers and Children
The Say-All-Fast-Minute-Every-Day-Shuffled (SAFMEDS) strategy promotes fluency across several skills and contexts. However, few studies have reported the social validity key stakeholders associate with using the strategy in schools. Assessing social validity may provide us with some insight into factors that may affect engagement, implementation fidelity, and persistent use of the intervention after the termination of a research study. Study 1 de…
Mainstream and special schools’ use of well‐being programmes
The incorporation of mental well‐being provision into school curricula is increasingly the focus of government policy in the UK and internationally. However, it is not clear what well‐being programmes schools provide to pupils, and how these programmes are delivered. The current study was an online survey to assess the use of whole‐school well‐being programmes in primary schools in North Wales. Normalisation Process Theory was utilised as a frame…
Assessing the Social Validity of the Safmeds Strategy From the Perspective of Teachers and Children
The Say-All-Fast-Minute-Every-Day-Shuffled (SAFMEDS) strategy promotes fluency across several skills and contexts. However, few studies have reported the social validity key stakeholders associate with using the strategy in schools. Assessing social validity may provide us with some insight into factors that may affect engagement, implementation fidelity, and persistent use of the intervention after the termination of a research study. Study 1 de…
Factors From Middle Childhood That Predict Academic Attainment at 15–17 Years in the UK
Success in adult life is associated with end of school academic attainment, but educational inequality is a major issue in the UK. Contextual background factors and personal attributes associated with student academic attainment have been identified in cross-sectional research. However, there has not been a systematic synthesis of these factors from longitudinal studies particularly with a focus on factors from middle childhood. The aim of this s…
Mainstream and special schools’ use of well‐being programmes
The incorporation of mental well‐being provision into school curricula is increasingly the focus of government policy in the UK and internationally. However, it is not clear what well‐being programmes schools provide to pupils, and how these programmes are delivered. The current study was an online survey to assess the use of whole‐school well‐being programmes in primary schools in North Wales. Normalisation Process Theory was utilised as a frame…
Early Childhood Education and Development (2 works) · Psychology (2 works) · Behavioral and Psychological Studies (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Cognitive psychology (1 work) · Computer Science (1 work) · Curriculum (1 work) · Educational and Psychological Assessments (1 work) · Fidelity (1 work) · Fluency (1 work)