Currently browsing: Items authored or edited by Sarah Crafter https://orcid.org/0000-0002-9309-416X

59 items in this list.
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2021To Top

Crafter, Sarah; Rosen, Rachel and Meetoo, Veena (2021). Precarious care and (dis)connections: Adults working with separated child migrants in England and their understandings of care. International Perspectives in Psychology: Research, Practice, Consultation, 10(2) pp. 92–103.

Rosen, Rachel; Crafter, Sarah and Meetoo, Veena (2021). An absent presence: Separated child migrants’ caring practices and the fortified neoliberal state. Journal of Ethnic and Migration Studies, 47(7) pp. 1649–1666.

Murphy, Suzanne; Joffe, Victoria; Donald, Louisa; Radley, Jessica; Sunthararajah, Sailaa; Welch, Charlie; Bell, Kerry; Messer, David; Crafter, Sarah; Fairhurst, Caroline; Corbacho, Belen; Rodgers, Sara and Torgerson, David (2021). Evaluating 'Enhancing Pragmatic Language skills for Young children with Social communication impairments' (E-PLAYS): a feasibility cluster-randomised controlled trial. Pilot and Feasibility Studies, 7, article no. 5.

Crafter, Sarah and Iqbal, Humera (2021). Child language brokering as a family care practice: Reframing the ‘parentified child’ debate. Children & Society (Early Access).

2020To Top

Crafter, Sarah and Maunder, Rachel (2020). Transitions. In: Cook, Daniel Thomas ed. The SAGE Encyclopedia of Children and Childhood Studies. SAGE.

Crafter, Sarah (2020). Asylum, children as seekers of. In: Cook, Daniel Thomas Cook ed. The SAGE Encyclopedia of Children and Childhood Studies. SAGE.

Crafter, Sarah and Rosen, Rachel (2020). Age Assessment, in Migration. In: Cook, Daniel Thomas ed. The SAGE Encyclopedia of Children and Childhood Studies. Sage.

Crafter, Sarah and Iqbal, Humera (2020). The contact zone and dialogical positionalities in ‘non-normative’ childhoods: How children who language broker manage conflict. Review of General Psychology, 24(1) pp. 31–42.

Crafter, Sarah (2020). [Book Review] Unaccompanied young Migrants: Identity, care and justice. Children & Society, 34(2) pp. 170–171.

Crafter, Sarah and Iqbal, H (2020). Child interpreters: Source of pride or cultural burden? The Psychologist, 33 pp. 30–33.

Dunsmuir, Sandra; Cline, Tony; Crafter, Sarah and Laing, Jane (2020). Challenges in planning transition to adulthood for young people who have special educational needs and disabilities (SEND): professional and managerial perspectives. Journal of Research in Special Educational Needs, 20(1) pp. 27–37.

2019To Top

Crafter, Sarah and Iqbal, Humera (2019). Examining conviviality and cultural mediation in arts-based workshops with child language brokers: Narrations of identity and (un)belonging. In: Berg, Mette and Nowicka, Magdelena eds. Studying diversity, migration and urban multiculture: Convivial tools for research and practice. London: UCL Press, pp. 76–95.

Murphy, Suzane; Joffe, V, Victoria; Messer, David; Crafter, Sarah; Radley, Jessica; Sunthararajah, Sailaa; Bell, Kerry; Corbacho, Belen; Fairhurst, Caroline; Rogers, Sara; Torgerson, David and Welch, Charlie (2019). Evaluating ‘Enhancing Pragmatic Language skills for Young children with Social communication impairments’ (E-PLAYS): Protocol for a feasibility study. Pilot and Feasibility Studies, 5, article no. 75.

Murphy, Suzanne; Joffe, Victoria; Messer, David; Crafter, Sarah; Radley, Jessica; Suntharajah, Sailaa; Bell, Kerry; Corbacho, Belen; Fairhurst, Caroline; Rodgers, Sara; Torgerson, David and Welch, Charlie (2019). Evaluating ‘enhancing pragmatic language skills for young children with social communication impairments’ (E-PLAYS): a feasibility cluster-randomised controlled trial study. Pilot and Feasibility Studies, 5, article no. 75.

Crafter, Sarah; Maunder, Rachel and Soulsby, Laura (2019). Developmental transitions: Exploring stability and change through the lifespan. International Texts in Developmental Psychology. Routledge.

2018To Top

Rosen, Rachel and Crafter, Sarah (2018). Media Representations of Separated Child Migrants: From Dubs to Doubt. Migration and Society: Advances in Research, 1 pp. 66–81.

O'Dell, Lindsay; Crafter, Sarah; de Abreu, Guida and Cline, Tony (2018). Working Children. In: O'Dell, Lindsay; Brownlow, Charlotte and Bertilsdotter-Rosqvist, Hanna eds. Different Childhoods: Non/Normative Development and Transgressive Trajectories. Abingdon: Routledge, pp. 119–131.

Maunder, Rachel E. and Crafter, Sarah (2018). School bullying from a sociocultural perspective. Aggression and Violent Behavior, 38 pp. 13–20.

2017To Top

Crafter, Sarah; Cline, Tony; Abreu, Guida de and O'Dell, Lindsay (2017). Young peoples’ reflections on what teachers think about family obligations that conflict with school: A focus on the non-normative roles of young caring and language brokering. Childhood, 24(4) pp. 517–530.

Crafter, Sarah; Cline, Tony and Prokopiou, Evangelia (2017). Young adult language brokers’ and teachers’ views of the advantages and disadvantages of brokering in school. In: Weisskirch, Robert S. ed. Language Brokering in Immigrant Families: Theories and Context. Routledge, pp. 224–243.

Cline, Tony; Crafter, Sarah; Abreu, Guida de and O'Dell, Lindsay (2017). Child language brokers’ representations of parent-child relationships. In: Antonini, Rachele; Cirillo, Letizia; Rossato, Linda and Torresi, Ira eds. Non-professional Interpreting and Translating: State of the art and future of an emerging field of research. Benjamins Translation Library (129). John Benjamins Publishing Company, pp. 281–294.

2016To Top

Crafter, S. and Rosen, R. (2016). The care of children, by children: Forced Displacement and Unaccompanied Asylum Seeking Children (UASC). UCL UNICEF Panel Discussion: Children in Crisis.

Rosen, R. and Crafter, S. (2016). The care of children, by children. In: Global Engagement Funds: Celebrating UCL's international collaborations, 28 Nov 2016.

Crafter, Sarah and Iqbal, H (2016). Child language brokering in cultural contact zones: Young people's experiences of critical moments. In: Special Interest Group 10, 21 & 25 Conference of the European Association for Research in Learning and Instruction, 28-29 Aug 2016.

Cline, Tony; Crafter, Sarah and Prokopiou, Evangelia (2016). Child language brokering in school: when should a child not be used as a language broker? In: 3rd International Conference on Non-Professional Interpreting and Translation, 05-07 May 2016, Winterthur, Switzerland.

Crafter, S. and Iqbal, H. (2016). Child language brokering: Spaces of belonging and mediators of cultural knowledge. In: Non-professional Interpreting and Translation, 05 May - 07 May 2016, Winterthur, Switzerland.

Cline, Tony; Crafter, Sarah and Prokopiou, Evangelia (2016). Child language brokering in school: whose interests does it serve? In: DECP Annual Conference 2016: Towards an inclusive psychology – do labels and diagnoses help or hinder?, 6-8 Jan 2016, London.

2015To Top

Crafter, S.; de Abreu, G.; Cline, T. and O'Dell, L. (2015). Using vignette methodology as a tool for exploring cultural identity positions of language brokers. Journal of Constructivist Psychology, 28(1) pp. 83–96.

Crafter, Sarah (2015). Cultural Psychology and Deconstructing Developmental Psychology. Feminism and Psychology, 25(3) pp. 388–401.

2014To Top

Crafter, Sarah; Quy, K; Munro, E; Meetoo, V and Hollingworth, K (2014). Adoption reform : messages from local authorities on changes in processes and timescales: final report. Department for Education.

O'Dell, Lindsay; Crafter, Sarah; Abreu, Guida and Cline, Tony (2014). Children, money and work: transitions to adulthood. Australian Community Psychologist, 26(1) pp. 28–36.

Cline, T.; Crafter, S. and Prokopiou, E. (2014). Child Language Brokering in School: Final Research Report. The Nuffield Foundation.

Cline, Tony; Crafter, Sarah and Prokopiou, Evangelia (2014). Child language brokering in schools: a discussion of selected findings from a survey of teachers and ex-students. Educational & Child Psychology, 31(2) pp. 34–45.

Cline, Tony; Prokopiou, Evangelia and Crafter, Sarah (2014). Developing evidence-based guidance on child language brokering in schools. In: 2nd International Conference on Non-Professional Interpreting and Translation (NPIT2), 29-31 May 2014, Germersheim, Germany.

2013To Top

Maunder, R and Crafter, Sarah (2013). What is this thing called bullying? : using sociocultural framing to interpret research on defining school bullying. In: British Psychological Society Psychology of Education Section Conference, 8-10 Nov 2013, The Mariott Hotel, York.

Prokopiou, E; Cline, T and Crafter, Sarah (2013). Child language brokering in schools: why does it matter? Race Equality Teaching, 31(3) pp. 33–36.

Crafter, Sarah; Stein, Samuel; Butler, Helen and Smith, Lesley-Ann (2013). The online multi-agency support barometer. South Essex Partnership Trust (SEPT).

Crafter, Sarah and de Abreu, Guida (2013). Exploring parents' cultural models of mathematical knowledge in multiethnic primary schools. In: Marsico, Giuseppina; Komatsu, Koji and Iannaccone, Antonio eds. Crossing boundaries: Intercontextual Dynamics Between Family And School. Advances in Cultural Psychology: Constructing Human Development. Information Age Publishing, pp. 209–228.

Crafter, Sarah and de Abreu, Guida (2013). Young children's representations of identities of high and low achievers in mathematics. In: European Association for Research in Learning and Instruction, 27-31 Aug 2013, Munich.

Crafter, Sarah; de Abreu, Guida; Prat, Montserrat and Gorgorio, Núria (2013). Understanding immigrant students' transitions as mathematical learners from a dialogical self perspective. In: 15th EARLI and JURE Conference on Responsible Teaching and Sustainable Learning, 26-31 Aug 2013, Munich, Germany.

2012To Top

O'Dell, Lindsay; Crafter, Sarah; Abreu, Guida de and Cline, Tony (2012). The problem of interpretation in vignette methodology in research with young people. Qualitative Research, 12(6) pp. 702–714.

Crafter, Sarah (2012). Making sense of homework: parental resources for understanding mathematical homework in multicultural settings. In: Hjörne, Eva; van der Aalsvoort, Geerdina and Abreu, Guida de eds. Learning, Social Interaction and Diversity - Exploring Identities in School Practices. Rotterdam: Sense Publishers, pp. 53–68.

Crafter, Sarah and Maunder, Rachel (2012). Understanding transitions using a sociocultural framework. Educational and Child Psychology, 29(1) pp. 10–18.

Crafter, Sarah (2012). Parental cultural models and resources for understanding mathematical achievement in culturally diverse school settings. Educational studies in Mathematics, 81(1) pp. 31–46.

2011To Top

Crafter, Sarah (2011). The social construction of home and school learning in multicultural communities. In: O'Dell, Lindsay and Leverett, Stephen eds. Working with Children and Young People: Co-constructing Practice. Basingstoke, UK: Palgrave Macmillan in association with The Open University, pp. 131–142.

Crafter, Sarah (2011). On gaining a cultural identity and 'being white': reflexivity and moments of (dis)connection. Psychology of Women Section Review, 13(2) pp. 13–19.

Abreu, Guida de; Crafter, Sarah; Hale, Hannah and O'Sullivan Lago, Rita (2011). Teachers' representations of immigrant students and their home cultures: a dialogical self analysis. In: European Association for Research on Learning and Instruction (EARLI), 30 Aug - 3 Sep 2011, Exeter, UK.

Crafter, Sarah and de Abreu, Guida (2011). Teachers discussions about parental use of implicit and explicit mathematics in the home. In: Seventh Conference of the European Society for Research in Mathematics Education, 9-11 Feb 2011, Rzeszow, Poland.

Cline, Tony; Crafter, Sarah; O'Dell, Lindsay and de Abreu, Guida (2011). Young people’s representations of language brokering. Journal of Multilingual and Multicultural Development, 32(3) pp. 207–220.

2010To Top

O'Dell, L.; Crafter, S.; De Abreu, G. and Cline, T. (2010). Constructing 'normal childhoods': Young people talk about young carers. Disability and Society, 25(6) pp. 643–655.

Crafter, Sarah and De Abreu, Guida (2010). The mediating role of a minority ethnic teacher's past experiences as a tool for understanding mathematical learning and teaching. In: European Association for Research on Learning and Instruction (EARLI) Special Interest Group 21: Learning and Teaching in Culturally Diverse Settings: Moving through cultures of learning, 2-3 Sep 2010, Utrecht, The Netherlands.

Crafter, Sarah; De Abreu, Guida; Cline, Tony and O'Dell, Lindsay (2010). Using the vignette methodology as a tool for exploring cultural identity positions. In: European Association for Research on Learning and Instruction (EARLI) Special Interest Group 21: Learning and Teaching in Culturally Diverse Settings: Moving through cultures of learning, 2-3 Sep 2010, Utrecht, The Netherlands.

Crafter, S.; O'Dell, Lindsay; Cline, T. and de Abreu, G. (2010). Researching children and young people's lives: the problem of interpretation in vignette methodology. In: BPS Qualitative Research in Psychology Section QMiP conference, 23-25 Aug 2010, Nottingham, UK.

Cline, Tony; De Abreu, Guida; O'Dell, Lindsay and Crafter, Sarah (2010). Recent research on child language brokering in the United Kingdom. MediAziono: Journal of Interdisciplinary Studies on Language and Cultures, 10 pp. 105–124.

Crafter, Sarah and Abreu, Guida de (2010). Constructing identities in multicultural learning contexts. Mind, Culture and Activity, 17(2) pp. 102–118.

2009To Top

Cline, Tony; Crafter, Sarah; de Abreu, Guida and O'Dell, Lindsay (2009). Changing families, changing childhoods: changing schools? Pastoral Care in Education, 27(1) pp. 29–39.

Crafter, Sarah; O'Dell, Lindsay; Abreu, Guida de and Cline, Tony (2009). Young peoples' representations of 'atypical' work in English society. Children and Society, 23(3) pp. 176–188.

2008To Top

Crafter, Sarah (2008). Parental re-sources of understanding mathematical achievement in culturally diverse settings. In: European Association for Research in Learning and Instruction Conference: 1st SIG 21 (Learning and Teaching in Culturally Diverse Settings) Meeting, 19-20 May 2008, Gothenberg, Sweden.

2005To Top

O'Toole, Sarah and de Abreu, Guida (2005). Parents' past experiences as a mediational tool for understanding their child's current mathematical learning. European Journal of Psychology of Education, 20(1) pp. 75–89.

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