Publication - Other

Books, monographs and reports (* = commissioned)

Winter, S.  (1997). Child Development in a Chinese Social Context. Hong Kong:  Open University of Hong Kong. (81pp).

Wheldall,  K.,  Wheldall, D. and Winter, S. (1988). Seven Supertactics for Superpar­ents.  Windsor: NFER-Nelson, Positive Products. (30pp).

Winter, S. (1985). Social Skills Training. Unit 34 in the series 'TIPS for Teachers', edited by R. Dawson.  Basingstoke: MacMillan Education.  (14pp).


Refereed journal articles (* invited)

Lam, J. and Winter, S. (2000). Developing positive attitudes for life in the twenty first Century: the `Thought Power’ programme used with teenage students in Hong Kong. School Psychology International, 21, 2, 136-151 doi: https://doi.org/10.1177/0143034300212002

Cheung C.C. and Winter, S. (1999). Classwide peer tutoring with or without reinforcement: effects on academic responding, content coverage, achievement, intrinsic interest and reported project experiences. Educational Psychology, 19, 2, 191-205. doi: https://10.1080/0144341990190206

Winter, S. (1998). International comparisons of student achievement: can they tell us which nations perform best and which education systems are the most successful? Education 3 to 13, 26, 2, 26-32. https://doi.org/10.1080/03004279885200181

Winter, S. (1997). Of time and content coverage in instruction: lessons from paired reading: a reply to Topping.  Educational Psychology in Practice, 13, 2,  15-23. https://doi.org/10.1080/0266736970130202

Winter, S. (1996). Paired reading: three questions. Educational Psychology in Prac­tice,  12,  3, 182-189. https://doi.org/10.1080/0266736960120308

Winter, S. (1996). Teachers' expectations towards disruptives. Psychologia, 39, 2, 102-108.

Winter, S. (1996). Peer tutored instruction in reading. Mentoring and Tutoring, 3,  3, 3-11. https://doi.org/10.1080/0968465960030301

Winter, S. (1993). What do Hong Kong teachers expect of high- and low-perform­ing pupils? Psychologia, 36, 3, 167-178.

Winter, S., Leung, Y.W. and Ma, K.H. (1992).  Perceptions of effectiveness of  rewards  and  punishments:  A  comparison of high-  and low-achievers in secondary school.  Australasian Journal  of Special Education, 15, 1/2, 56-70. https://doi.org/10.1080/1030011920150108

Winter, S. (1991).  What really happens during a paired reading project?  British Journal of Special  Education, 18, 1, 20-24. https://10.1111/j.1467-8578.1991.tb00832.x

Winter, S. (1991). Are behavioural classroom management  approaches  appropriate to a non-western education system?  School Psychology International, 12, 3, 209-221.  

Winter, S. (1991). Aggressive behaviour in young pupils: An intervention package. Positive Teaching, 2, 1, 1-17.

Winter, S.  (1990). Aggressive behaviour in young pupils: An intervention package.  New  Horizons, 31, 83-90.

Winter, S. (1990). Teacher approval and disapproval in Hong Kong Secondary School Classrooms. British Journal of Educational Psychology, 60, 88-92.  https://doi.org/10.1111/j.2044-8279.1990.tb00924.x

Winter, S. (1990). Paired reading: two questions.  Educational Psychology in Prac­tice, 6,  2,  96-99. https://doi.org/10.1080/0266736900060208

Winter, S.,  Glenville, E. and Lendrum, A. (1990). Direct instruction spelling: two Hong Kong Projects.  School Psychology International, 11, 1, 45-54. https://doi.org/10.1177%2F0143034390111007

Winter, S. (1989). Paired reading projects in Hong Kong: second and Chinese language applications.  School Psychology International,  10, 25-35.  https://doi.org/10.1177%2F0143034389101003

Winter, S.  (1989).  Behavioural measurement and unruly behaviour in Hong Kong Schools. New Horizons, 30, 108-115.

Winter, S.  (1989). Process and outcome in tuition for reading: the case of paired reading. Educational Research Journal, 4, 92-100.  

Winter, S.  (1988).  Paired reading: a study of process and outcome. Educational Psychology, 8, 3, 135-151. https://doi.org/10.1080/0144341880080301

Winter, S. (1988). Teacher-pupil interaction in secondary school classrooms. Educa­tion  Papers, 4, University of Hong Kong Faculty of Education, 66-83.  

Winter, S. (1987). Parents and pupils as remedial tutors. Bulletin of the Hong  Kong Psychological  Society, 18, 15-32.

Winter, S. (1987). Irlen lenses: An appraisal. Australian Educational and Developmental  Psychologist, 4, 2, 1-5. https://doi.org/10.1017/S081651220002561X

Winter, S.  (1987).  Rose-tinted spectacles:  the debate continues. International Educational Review, 1, 1, 8.

Winter, S.  (1986). Peers as paired reading tutors. British Journal of Special  Educa­tion,  13, 3, 103-106. https://doi.org/10.1111/j.1467-8578.1986.tb00670.x
(Reprinted in part in UNESCO (1993), Special Needs in the Classroom Unit 4.4: Peer Tutoring) Paris: UNESCO).

Winter, S. and Thobrun, S. (1986). Establishing normal sleep patterns with the par­ents as therapists.   Behavioural Approaches with Children,  10, 3, 49-52.

Winter, S. (1985). Julie: A programme with a fourteen year old elective mute.  Be­havioural Approaches with Children, 9, 1, 8-10.

Winter, S. (1984). Peer therapy for elective mutism.  Behavioural Approaches with Children, 8, 4, 134-137.

Winter, S.  and Low, A. (1984). The Rossmere peer tutor project.  Behavioural Approaches  with

Children,  8, 2, 62-65.  

Winter, S. (1984). Reflections upon ethics. Behavioural Approaches with Children, 8, 1, 1-2.

Winter, S. (1983). Rewarding work output of a child with poor attention: you get what you reward. Behavioural Approaches with Children, 7, 4, 12-16.

Winter, S. (1983).  Precision teaching in mainstream schools: a role for parents. Behavioural Approaches with Children, 7, 3, 26-37.  

Winter, S. (1983). Behavioural casework: alive and well? Behavioural Social Work Review, 5, 2, 26-29.

Winter, S. (1983).  Cultivating the caregivers  (II). Behavioural Approaches with Children, 7, 1, 33-43.  (Reprinted in Behavioural Social Work Review, 6, 1, 1985, 25-38).

Winter, S., Smith, D., McGrahan, P. and Head, M. (1982). Guidance System.  Social Work Today, 13, 28, 14-15. 

Winter, S. (1982). Cultivating the caregivers (I).  Behavioural Approaches with Child­ren, 6, 4, 31-42.  (Reprinted in Behavioural Social Work Review, 1984, 5, 3, 9-20).

Winter, S. (1982). Classroom disruptive behaviour: a plea for balance. Behavioural Approaches with Children, 6, 2, 20-22.

Winter, S. and Smith, D. (1982). A questionnaire on behavioural techniques. Behavioural Approaches with Children, 6, 2, 49-51.

Winter, S. (1982).  A priority problem list questionnaire. Behavioural Approaches with Children, 6, 1, 24-26.

Winter, S. (1982). An aggressive nursery child. Behavioural Approaches with Child­ren, 6, 1, 18-22.

Winter, S. (1982). Emily: A home programme designed to train up positive play and reduce inappropriate play behaviour. Behavioural Social Work Review, 1982, 3, 3, 30-34.

Winter, S. (1982). Why measure behaviour? Educational Psychology, 2,  3/4,  185-195. https://doi.org/10.1080/0144341820020303

Winter, S. (1981). New developments in behavioural work with children. Journal of the Association of Educational Psychologists. 5, 5, 78.

Winter, S., Carter, B. and Low, A. (1981). A technology to replace an Art. Community  Care,  376, September 3rd, 20-21.  

Winter, S. (1981). Behavioural objectives and educational psychology. Journal of the Association of Educational Psychologists.  5, 7, 36-40.

Winter, S. (1981). Psychiatry in the witness box. Social Work Today, 12, 43, 14.

Winter, S.  (1981). Operant Conditioning, Motivation and Spelling.  Behavioural Approaches  with Children, 5, 4, 16-17.  

Winter, S. (1981). A behavioural approach to a four year old's restless behaviour.  Behavioural Approaches with Children, 5, 3, 18-24.

Winter, S. (1981). Dysgraphia: how should we help a child who reverses letters?  Behavioural Approaches with Children, 5, 2, 20-30.

Winter, S. (1980). Behavioural objectives and this Journal.  Behaviour Modification with Children, 4, 4, 8-15.

Winter, S. (1980). An intervention package for establishing play and interaction be­haviour and eliminating   aggression in nursery and reception class children. Be­haviour Modification with Children, 4, 3, 1-6.  

Winter, S. (1980). Terry: Classroom refusal. Behaviour Modification with Children, 4, 2, 5-10.

Winter, S. (1980). Treatment of aggression in a four year old: a close replication of a study reported in an earlier issue. Behaviour Modification with Children, 4, 2, 5-10.

Winter, S. (1980). Michael Moore: Follow up after one year. Behaviour Modification with Children, 4, 1, 20.

Winter, S. (1979). Nigel: A follow up study eleven months after the end of treat­ment.  Newsletter of the Association for Behaviour Modification with Children, 3, 4,  2.  

Winter, S. (1979). Andrew: A follow up study eight months after the end of treat­ment.  Newsletter of the Association for Behaviour Modification with Children,  3, 4, 2-3.

Winter, S.  (1979). Training memory skills. Newsletter of the Association for Be­haviour Modification with Children, 3, 2, 7-10.

Winter, S.  (1979). Treatment of aggression in a four year old. Newsletter of  the Association  for Behaviour Modification with Children, 3, 1, 11-17.  

Winter, S.  (1979). Observing one's own behaviour. Journal of the  Association  of Educational Psychologists, 5, 1, 74-75.

Winter, S.  (1978). Behaviour  modification with a nursery child:  An inane game reaps rewards. Newsletter of the Association for Behaviour Modification with Child­ren, 2, 4, 11-12.

Winter, S.  (1978). Behaviour modification in the special care class of an ESN(M) School. Newsletter of the Association for Behaviour Modification with Children, 2,  2,  11-13.


Chapters in books and other edited works (* invited)

Cheung C.C. and Winter, S. (1998). Classwide peer tutoring: what role does reinforcement play? In Richardson, A. (Ed.) Childhood and Youth: An International Odyssey. Edmonton: Kanata Learning Company (91-105).

Lam, J. and Winter, S. (1998). Developing emotional intelligence in the school of the 21st century: thought power in action. In Richardson, A. (Ed.) Childhood and Youth: An International Odyssey. Edmonton: Kanata Learning Company (353-362).

Winter, S. (1998). International comparisons of student achievement: a critical analysis. In Richardson, A. (Ed.) Childhood and Youth: An International Odyssey. Edmonton: Kanata Learning Company (195-203).

* Winter, S.  (1996). Peer tutoring and learning outcomes.  Ch. 11 in Watkins, D. and  Biggs, J.  (Eds.)  The Chinese Learner: Cultural, Psychological and Contextual In­fluences. Melbourne: Australian Council for Educational Research and  Hong  Kong: The  Comparative Education  Research Centre, Faculty of Education, University  of Hong Kong.

* Winter, S. (1995). Teacher expectations.  Ch. 2 in Biggs, J. and Watkins, D. (Eds.) Classroom Learning: Educational Psychology for the Asian Teacher. Singapore: Pre­ntice Hall.

* Winter, S.  (1995). Student interaction and relationships. Ch. 3 in  Biggs, J. and Watkins, D. (Eds.). Classroom Learning: Educational Psychology for the Asian Teach­er. Singapore: Prentice Hall.

* Winter, S. (1995). Managing classroom behaviour. Ch. 4 in Biggs, J. and Watkins, D.  (Eds.) Classroom Learning: Educational Psychology for the Asian Teacher. Singapore: Prentice Hall.
Note: Reprinted in Hau K.T., Rao, N., and Pryde, N., (1996). Educational Psychology: Course Guide. Hong Kong: Open University of Hong Kong.

Winter, S. (1993). Social isolates in Hong Kong secondary schools:  prevalence  and teachers' ability to identify such students. Ch.1 in Winter, S. (Ed.) Special Students in Mainstream Schools. Education Paper Series, 19. Faculty of Education, University of Hong Kong.

Winter, S.  (1993).  Ability and isolation in Hong Kong  schools.  Ch.2 in  Winter, S. (Ed.) Special Students in Mainstream Schools. Education Paper Series, 19. Faculty of Educa­tion, University of Hong Kong.

Winter, S. (1993). Teacher expectations towards high- and low-performing students in secondary school.    

Ch.3 in  Winter, S.  (Ed.)  Special Students in Mainstream Schools.  Education Paper Series, 19. Faculty of Education, University of Hong Kong.

Winter, S. (1993). Patterns of teacher approval and disapproval for low- and high-ability students.  Ch.4 in Winter, S. (Ed.) Special Students  in  Mainstream  Schools. Education Paper Series, 19. Faculty of Education, University of Hong Kong.  

Winter, S.  and  Leung  Y.W. (1993). Perceptions of effectiveness of rewards and punishments in secondary

schools: The perspective of the disaffected pupil.   Ch.5 in Winter, S.  (Ed.)  Special Students in Mainstream Schools.  Education Paper Series, 19, Faculty of  Education, University of Hong Kong.

Winter, S. (1993). Family break-up and single parenting: adverse emotional and behavioural consequences  

for the children involved.  Ch.8 in Winter, S.  (Ed.) Special Students in Mainstream Schools. Education Paper Series,19. Faculty of Education, University of Hong Kong.

Winter, S. (1993). A special educational needs course: effects upon attitudes  and  beliefs.   Ch.11 in Winter, S. (Ed.) Special Students in Mainstream Schools. Educa­tion Paper Series, 19.  Faculty of Education, University of  Hong  Kong. 

Winter, S. (1993). Integrating coursework and fieldwork in professional training for educational psychologists.   Ch.13 in Winter, S. (Ed.) Special Students in Mainstream Schools. Education Paper Series, 19, Faculty of Education, University of Hong Kong.

Winter, S. (1991). Developing a profession of educational psychology; training and practice. Ch.3 in Crawford, N. and Hui, E.K.P. (Eds.) The Curriculum and Behaviour Problems  in  Schools. Education Paper Series, 11. University of Hong Kong Faculty of Education.

* Winter, S. (1990). Process and outcome in tuition for reading: the case  of  paired reading. Ch.15 in Explorations in Peer Tutoring, Eds.  S. Goodlad  and  B. Hirst, London: Blackwell.

Winter, S. (1990). Why does peer tutoring work? Human and organisational factors. Ch. 23 in Making Learning Systems Work: Aspects of  Educational  Technology, Eds. Farmer, B., Eastcott, D. and Lantz, B.. London: Kogan Page.

* Winter, S. (1986).  Why measure behaviour? Chapter A1 in Behaviour Analysis  in Educational Psychology.  Edited by K. Wheldall, F. Merrett and T.  Glynn.   London: Croom Helm.

* Winter, S.  (1985).  Giving parents a choice: teaching paired reading and pause, prompt  and praise strategies in a workshop setting. Ch.22 in Parental Involve­ment in Children’s Reading Ed. K. Topping and S. Wolfendale.  London: Croom Helm.


Published conference proceedings

Winter, S. (1992). Professional training for educational psychologists in Hong Kong. In Toh K.A. (Ed.) Curriculum Research and Practice: Cauldron or Crucible? Proceedings of Sixth Annual Conference of the Educational Research Association of Singapore. Educational Research Association of Singapore. 357-365.


Selected other publications:

Winter, S (1988). Caution on Irlen lenses (Letter to Editor). Educational Psychology in Practice, 3, 4, p64.

Winter, S. (1979,1980,1981). A.B.A.C. Resources Directory (Editions 1,2 and 3). Birmingham: Association for Behavioural Approaches for Children (around 40pp).