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You searched for +publisher:"University of Manchester" +contributor:("Bond, Caroline"). Showing records 1 – 30 of 58 total matches.

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University of Manchester

1. Downing, Emma Clare. An exploratory study to investigate the usefulness of a personalised, in-school cognitive-behavioural intervention (The Homunculi Approach) in supporting emotional regulation in primary aged children with Autistic Spectrum Disorder.

Degree: 2015, University of Manchester

An exploratory study to investigate the usefulness of a personalised, in-school cognitive-behavioural intervention (The Homunculi Approach) in supporting emotional regulation in primary aged children with… (more)

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APA (6th Edition):

Downing, E. C. (2015). An exploratory study to investigate the usefulness of a personalised, in-school cognitive-behavioural intervention (The Homunculi Approach) in supporting emotional regulation in primary aged children with Autistic Spectrum Disorder. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270281

Chicago Manual of Style (16th Edition):

Downing, Emma Clare. “An exploratory study to investigate the usefulness of a personalised, in-school cognitive-behavioural intervention (The Homunculi Approach) in supporting emotional regulation in primary aged children with Autistic Spectrum Disorder.” 2015. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270281.

MLA Handbook (7th Edition):

Downing, Emma Clare. “An exploratory study to investigate the usefulness of a personalised, in-school cognitive-behavioural intervention (The Homunculi Approach) in supporting emotional regulation in primary aged children with Autistic Spectrum Disorder.” 2015. Web. 03 Apr 2020.

Vancouver:

Downing EC. An exploratory study to investigate the usefulness of a personalised, in-school cognitive-behavioural intervention (The Homunculi Approach) in supporting emotional regulation in primary aged children with Autistic Spectrum Disorder. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270281.

Council of Science Editors:

Downing EC. An exploratory study to investigate the usefulness of a personalised, in-school cognitive-behavioural intervention (The Homunculi Approach) in supporting emotional regulation in primary aged children with Autistic Spectrum Disorder. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270281


University of Manchester

2. Parker, Elisabeth. AN ACTOR-NETWORK THEORY READING OF CHANGE FOR LOOKED AFTER CHILDREN.

Degree: 2016, University of Manchester

 The education of looked-after children (LAC) in the care of the Local Authority (LA) is supported by government initiatives to reduce the attainment gap that… (more)

Subjects/Keywords: looked after children; children in care; actor network theory; performativity; personalised education plan

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APA (6th Edition):

Parker, E. (2016). AN ACTOR-NETWORK THEORY READING OF CHANGE FOR LOOKED AFTER CHILDREN. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302644

Chicago Manual of Style (16th Edition):

Parker, Elisabeth. “AN ACTOR-NETWORK THEORY READING OF CHANGE FOR LOOKED AFTER CHILDREN.” 2016. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302644.

MLA Handbook (7th Edition):

Parker, Elisabeth. “AN ACTOR-NETWORK THEORY READING OF CHANGE FOR LOOKED AFTER CHILDREN.” 2016. Web. 03 Apr 2020.

Vancouver:

Parker E. AN ACTOR-NETWORK THEORY READING OF CHANGE FOR LOOKED AFTER CHILDREN. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302644.

Council of Science Editors:

Parker E. AN ACTOR-NETWORK THEORY READING OF CHANGE FOR LOOKED AFTER CHILDREN. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302644


University of Manchester

3. Thomas, George. Evaluating the impact of the Paws .b mindfulness programme on mainstream Primary School aged pupils' suppressing and sustaining attention skills, and their academic proxy measures.

Degree: 2015, University of Manchester

 Few studies have evaluated the impact of mindfulness programmes on aspects of positive functioning amongst mainstream children and problems in design, sample size, and measurement… (more)

Subjects/Keywords: mindfulness in schools; mindfulness and attention; attention state training

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APA (6th Edition):

Thomas, G. (2015). Evaluating the impact of the Paws .b mindfulness programme on mainstream Primary School aged pupils' suppressing and sustaining attention skills, and their academic proxy measures. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:261140

Chicago Manual of Style (16th Edition):

Thomas, George. “Evaluating the impact of the Paws .b mindfulness programme on mainstream Primary School aged pupils' suppressing and sustaining attention skills, and their academic proxy measures.” 2015. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:261140.

MLA Handbook (7th Edition):

Thomas, George. “Evaluating the impact of the Paws .b mindfulness programme on mainstream Primary School aged pupils' suppressing and sustaining attention skills, and their academic proxy measures.” 2015. Web. 03 Apr 2020.

Vancouver:

Thomas G. Evaluating the impact of the Paws .b mindfulness programme on mainstream Primary School aged pupils' suppressing and sustaining attention skills, and their academic proxy measures. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:261140.

Council of Science Editors:

Thomas G. Evaluating the impact of the Paws .b mindfulness programme on mainstream Primary School aged pupils' suppressing and sustaining attention skills, and their academic proxy measures. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:261140


University of Manchester

4. Winward, Victoria. Educational psychologists' changing role and distinctive contribution within the context of commissioned services.

Degree: 2015, University of Manchester

 Following financial cuts introduced by the government in 2010, fewer funding and decision-making powers are held within local authorities, restricting their role as the provider… (more)

Subjects/Keywords: educational psychologist; distinctive role; commissioned services; school psychology; unique contribution

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APA (6th Edition):

Winward, V. (2015). Educational psychologists' changing role and distinctive contribution within the context of commissioned services. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:269798

Chicago Manual of Style (16th Edition):

Winward, Victoria. “Educational psychologists' changing role and distinctive contribution within the context of commissioned services.” 2015. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:269798.

MLA Handbook (7th Edition):

Winward, Victoria. “Educational psychologists' changing role and distinctive contribution within the context of commissioned services.” 2015. Web. 03 Apr 2020.

Vancouver:

Winward V. Educational psychologists' changing role and distinctive contribution within the context of commissioned services. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:269798.

Council of Science Editors:

Winward V. Educational psychologists' changing role and distinctive contribution within the context of commissioned services. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:269798


University of Manchester

5. Hussain, Sobia. Exploring educational psychologists use of using dynamic assessment in the Early Years Foundation Stage.

Degree: 2017, University of Manchester

 Dynamic assessment represents an opportunity for educational psychologists to utilise a play-based approach for assessing the functional behaviour of children who struggle to perform in… (more)

Subjects/Keywords: Educational psychologists; Dynamic assessment; Early years

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APA (6th Edition):

Hussain, S. (2017). Exploring educational psychologists use of using dynamic assessment in the Early Years Foundation Stage. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:312124

Chicago Manual of Style (16th Edition):

Hussain, Sobia. “Exploring educational psychologists use of using dynamic assessment in the Early Years Foundation Stage.” 2017. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:312124.

MLA Handbook (7th Edition):

Hussain, Sobia. “Exploring educational psychologists use of using dynamic assessment in the Early Years Foundation Stage.” 2017. Web. 03 Apr 2020.

Vancouver:

Hussain S. Exploring educational psychologists use of using dynamic assessment in the Early Years Foundation Stage. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:312124.

Council of Science Editors:

Hussain S. Exploring educational psychologists use of using dynamic assessment in the Early Years Foundation Stage. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:312124


University of Manchester

6. Martin, Dorota. Support? What support? An exploratory study of young people's experiences of living with depression during their student years.

Degree: 2017, University of Manchester

 The recent changes in legislation and codes of practice expand the role of the educational psychologist to a wider age range: 0-25. Moreover, surveys suggest… (more)

Subjects/Keywords: young people; depression; communicating; narratives; systematic-review; lived experiences; schooling; educational psychologist; phenomenology; Interpretative Phenomenological Analysis

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APA (6th Edition):

Martin, D. (2017). Support? What support? An exploratory study of young people's experiences of living with depression during their student years. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310164

Chicago Manual of Style (16th Edition):

Martin, Dorota. “Support? What support? An exploratory study of young people's experiences of living with depression during their student years.” 2017. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310164.

MLA Handbook (7th Edition):

Martin, Dorota. “Support? What support? An exploratory study of young people's experiences of living with depression during their student years.” 2017. Web. 03 Apr 2020.

Vancouver:

Martin D. Support? What support? An exploratory study of young people's experiences of living with depression during their student years. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310164.

Council of Science Editors:

Martin D. Support? What support? An exploratory study of young people's experiences of living with depression during their student years. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310164


University of Manchester

7. Duckhouse, Rebecca. Promoting resilience: Working with children, their parents and teachers to promote the child’s resilience through changing the narrative.

Degree: 2016, University of Manchester

 Resilience is the process by which protective factors enable a child to achieve desirable outcomes despite the presence of adversity in their lives. It develops… (more)

Subjects/Keywords: Resilience; Narrative Theory; Narrative Oriented Inquiry; Educational Psychology

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APA (6th Edition):

Duckhouse, R. (2016). Promoting resilience: Working with children, their parents and teachers to promote the child’s resilience through changing the narrative. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305658

Chicago Manual of Style (16th Edition):

Duckhouse, Rebecca. “Promoting resilience: Working with children, their parents and teachers to promote the child’s resilience through changing the narrative.” 2016. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305658.

MLA Handbook (7th Edition):

Duckhouse, Rebecca. “Promoting resilience: Working with children, their parents and teachers to promote the child’s resilience through changing the narrative.” 2016. Web. 03 Apr 2020.

Vancouver:

Duckhouse R. Promoting resilience: Working with children, their parents and teachers to promote the child’s resilience through changing the narrative. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305658.

Council of Science Editors:

Duckhouse R. Promoting resilience: Working with children, their parents and teachers to promote the child’s resilience through changing the narrative. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305658


University of Manchester

8. Alnaim, Fahad Ahmed M. Identification Strategies in the Saudi Learning Disabilities Programme: Primary Teachers' Perspectives.

Degree: 2016, University of Manchester

 Saudi Arabia has been developing services for Students With Learning Disabilities (SWLD) for nearly two decades. The growing practice in this field is, however, lacking… (more)

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APA (6th Edition):

Alnaim, F. A. M. (2016). Identification Strategies in the Saudi Learning Disabilities Programme: Primary Teachers' Perspectives. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305593

Chicago Manual of Style (16th Edition):

Alnaim, Fahad Ahmed M. “Identification Strategies in the Saudi Learning Disabilities Programme: Primary Teachers' Perspectives.” 2016. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305593.

MLA Handbook (7th Edition):

Alnaim, Fahad Ahmed M. “Identification Strategies in the Saudi Learning Disabilities Programme: Primary Teachers' Perspectives.” 2016. Web. 03 Apr 2020.

Vancouver:

Alnaim FAM. Identification Strategies in the Saudi Learning Disabilities Programme: Primary Teachers' Perspectives. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305593.

Council of Science Editors:

Alnaim FAM. Identification Strategies in the Saudi Learning Disabilities Programme: Primary Teachers' Perspectives. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305593


University of Manchester

9. Tilley, Alice. Academically successful Care Leavers: what has gone right?.

Degree: 2015, University of Manchester

 This research used Q methodology to explore the viewpoints of undergraduate Care Leavers (n = 10) and corporate parents (n = 20) regarding what it… (more)

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APA (6th Edition):

Tilley, A. (2015). Academically successful Care Leavers: what has gone right?. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:290760

Chicago Manual of Style (16th Edition):

Tilley, Alice. “Academically successful Care Leavers: what has gone right?.” 2015. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:290760.

MLA Handbook (7th Edition):

Tilley, Alice. “Academically successful Care Leavers: what has gone right?.” 2015. Web. 03 Apr 2020.

Vancouver:

Tilley A. Academically successful Care Leavers: what has gone right?. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:290760.

Council of Science Editors:

Tilley A. Academically successful Care Leavers: what has gone right?. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:290760


University of Manchester

10. Laird, Madeleine Mackay. Parental Perceptions of a Pre School Diagnostic Pathway for Autsim.

Degree: 2012, University of Manchester

 ABSTRACTThere is a recognition that services for people with autism and their families need to improve. Although a number of good practice documents and clinical… (more)

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APA (6th Edition):

Laird, M. M. (2012). Parental Perceptions of a Pre School Diagnostic Pathway for Autsim. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:160951

Chicago Manual of Style (16th Edition):

Laird, Madeleine Mackay. “Parental Perceptions of a Pre School Diagnostic Pathway for Autsim.” 2012. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:160951.

MLA Handbook (7th Edition):

Laird, Madeleine Mackay. “Parental Perceptions of a Pre School Diagnostic Pathway for Autsim.” 2012. Web. 03 Apr 2020.

Vancouver:

Laird MM. Parental Perceptions of a Pre School Diagnostic Pathway for Autsim. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:160951.

Council of Science Editors:

Laird MM. Parental Perceptions of a Pre School Diagnostic Pathway for Autsim. [Doctoral Dissertation]. University of Manchester; 2012. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:160951

11. Cooper-Jones, Claire Louise. An evaluation of The Rochdale Autism Initiative (TRAIn); a training initiative for primary school staff, partially based on the Inclusion and Development Plan resources for autism.

Degree: 2013, University of Manchester

 An increasing number of pupils with autistic spectrum condition (ASC) are placed in mainstream schools. Accordingly, there is a need for staff in schools to… (more)

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APA (6th Edition):

Cooper-Jones, C. L. (2013). An evaluation of The Rochdale Autism Initiative (TRAIn); a training initiative for primary school staff, partially based on the Inclusion and Development Plan resources for autism. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:211913

Chicago Manual of Style (16th Edition):

Cooper-Jones, Claire Louise. “An evaluation of The Rochdale Autism Initiative (TRAIn); a training initiative for primary school staff, partially based on the Inclusion and Development Plan resources for autism.” 2013. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:211913.

MLA Handbook (7th Edition):

Cooper-Jones, Claire Louise. “An evaluation of The Rochdale Autism Initiative (TRAIn); a training initiative for primary school staff, partially based on the Inclusion and Development Plan resources for autism.” 2013. Web. 03 Apr 2020.

Vancouver:

Cooper-Jones CL. An evaluation of The Rochdale Autism Initiative (TRAIn); a training initiative for primary school staff, partially based on the Inclusion and Development Plan resources for autism. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:211913.

Council of Science Editors:

Cooper-Jones CL. An evaluation of The Rochdale Autism Initiative (TRAIn); a training initiative for primary school staff, partially based on the Inclusion and Development Plan resources for autism. [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:211913


University of Manchester

12. Duckworth, Stuart John. Solution Focused Workshops for Parents:A case study of experiences and outcomes for parents and professionals.

Degree: 2013, University of Manchester

 Solution Focused Brief Therapy (SFBT) has been applied in various settings in different countries for several years. Recent research suggests that a factor that appeals… (more)

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APA (6th Edition):

Duckworth, S. J. (2013). Solution Focused Workshops for Parents:A case study of experiences and outcomes for parents and professionals. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:199948

Chicago Manual of Style (16th Edition):

Duckworth, Stuart John. “Solution Focused Workshops for Parents:A case study of experiences and outcomes for parents and professionals.” 2013. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:199948.

MLA Handbook (7th Edition):

Duckworth, Stuart John. “Solution Focused Workshops for Parents:A case study of experiences and outcomes for parents and professionals.” 2013. Web. 03 Apr 2020.

Vancouver:

Duckworth SJ. Solution Focused Workshops for Parents:A case study of experiences and outcomes for parents and professionals. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:199948.

Council of Science Editors:

Duckworth SJ. Solution Focused Workshops for Parents:A case study of experiences and outcomes for parents and professionals. [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:199948


University of Manchester

13. Cartmell, Hannah. An Exploration of how Secondary Schools Promote a Sense of Belonging with Pupils who are International New Arrivals (INA).

Degree: 2013, University of Manchester

A ‘sense of belonging’ has been found to have positive effects for all children in school. However, it may be difficult to promote with INA… (more)

Subjects/Keywords: Belonging; School; Immigrants; Acculturation; Immigration

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APA (6th Edition):

Cartmell, H. (2013). An Exploration of how Secondary Schools Promote a Sense of Belonging with Pupils who are International New Arrivals (INA). (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:204891

Chicago Manual of Style (16th Edition):

Cartmell, Hannah. “An Exploration of how Secondary Schools Promote a Sense of Belonging with Pupils who are International New Arrivals (INA).” 2013. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:204891.

MLA Handbook (7th Edition):

Cartmell, Hannah. “An Exploration of how Secondary Schools Promote a Sense of Belonging with Pupils who are International New Arrivals (INA).” 2013. Web. 03 Apr 2020.

Vancouver:

Cartmell H. An Exploration of how Secondary Schools Promote a Sense of Belonging with Pupils who are International New Arrivals (INA). [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:204891.

Council of Science Editors:

Cartmell H. An Exploration of how Secondary Schools Promote a Sense of Belonging with Pupils who are International New Arrivals (INA). [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:204891


University of Manchester

14. Kilroy, Genevieve. A multiple case study investigating participation of children and young people with social, emotional and behavioural difficulties (SEBD) in statutory review processes.

Degree: 2013, University of Manchester

 The participation of children and young people (CYP) in decisions affecting them is high on the political agenda. CYP with special educational needs (SEN) in… (more)

Subjects/Keywords: Social, emotional and behavioural difficulties; SEBD; Participation; Annual statement review; Statutory process

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APA (6th Edition):

Kilroy, G. (2013). A multiple case study investigating participation of children and young people with social, emotional and behavioural difficulties (SEBD) in statutory review processes. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:205198

Chicago Manual of Style (16th Edition):

Kilroy, Genevieve. “A multiple case study investigating participation of children and young people with social, emotional and behavioural difficulties (SEBD) in statutory review processes.” 2013. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:205198.

MLA Handbook (7th Edition):

Kilroy, Genevieve. “A multiple case study investigating participation of children and young people with social, emotional and behavioural difficulties (SEBD) in statutory review processes.” 2013. Web. 03 Apr 2020.

Vancouver:

Kilroy G. A multiple case study investigating participation of children and young people with social, emotional and behavioural difficulties (SEBD) in statutory review processes. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:205198.

Council of Science Editors:

Kilroy G. A multiple case study investigating participation of children and young people with social, emotional and behavioural difficulties (SEBD) in statutory review processes. [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:205198


University of Manchester

15. Waite, Jennifer. An Exploration of Educational Psychology Support for Children at Risk of School Exclusion.

Degree: 2014, University of Manchester

 Children or young people with Social, Emotional and Behavioural Difficulties (SEBD) are at an increased risk of school exclusion (Hayden, 1997). The support provided through… (more)

Subjects/Keywords: Educational Psychologist; School exclusion; Social, emotional and behavioral difficulties

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APA (6th Edition):

Waite, J. (2014). An Exploration of Educational Psychology Support for Children at Risk of School Exclusion. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:218469

Chicago Manual of Style (16th Edition):

Waite, Jennifer. “An Exploration of Educational Psychology Support for Children at Risk of School Exclusion.” 2014. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:218469.

MLA Handbook (7th Edition):

Waite, Jennifer. “An Exploration of Educational Psychology Support for Children at Risk of School Exclusion.” 2014. Web. 03 Apr 2020.

Vancouver:

Waite J. An Exploration of Educational Psychology Support for Children at Risk of School Exclusion. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:218469.

Council of Science Editors:

Waite J. An Exploration of Educational Psychology Support for Children at Risk of School Exclusion. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:218469


University of Manchester

16. Shannon, Deborah. Risk Factors and Intervention: Child Engagement in Learning within Educational Psychology Practice.

Degree: 2014, University of Manchester

 Consideration of factors which disrupt or promote learning engagement and potential intervention arising from this are of particular interest for Educational Psychologist day-to-day practice. Skinner… (more)

Subjects/Keywords: Educational Psychology; Child Engagement; Learning

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APA (6th Edition):

Shannon, D. (2014). Risk Factors and Intervention: Child Engagement in Learning within Educational Psychology Practice. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:227288

Chicago Manual of Style (16th Edition):

Shannon, Deborah. “Risk Factors and Intervention: Child Engagement in Learning within Educational Psychology Practice.” 2014. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:227288.

MLA Handbook (7th Edition):

Shannon, Deborah. “Risk Factors and Intervention: Child Engagement in Learning within Educational Psychology Practice.” 2014. Web. 03 Apr 2020.

Vancouver:

Shannon D. Risk Factors and Intervention: Child Engagement in Learning within Educational Psychology Practice. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:227288.

Council of Science Editors:

Shannon D. Risk Factors and Intervention: Child Engagement in Learning within Educational Psychology Practice. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:227288


University of Manchester

17. Muir, Paula Michelle. Stakeholders’ Experiences of the Managed Transfer Process for Pupils with Social Emotional and Behavioural Needs: An Exploratory IPA Study.

Degree: 2014, University of Manchester

 Research has consistently highlighted the short term and familial difficulties (Munn, 2000), long term difficulties (SEU 1998) and the financial costs to society (Parsons, 2011)… (more)

Subjects/Keywords: Managed Transfer; exclusion; IPA; stakeholder views

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APA (6th Edition):

Muir, P. M. (2014). Stakeholders’ Experiences of the Managed Transfer Process for Pupils with Social Emotional and Behavioural Needs: An Exploratory IPA Study. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:226793

Chicago Manual of Style (16th Edition):

Muir, Paula Michelle. “Stakeholders’ Experiences of the Managed Transfer Process for Pupils with Social Emotional and Behavioural Needs: An Exploratory IPA Study.” 2014. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:226793.

MLA Handbook (7th Edition):

Muir, Paula Michelle. “Stakeholders’ Experiences of the Managed Transfer Process for Pupils with Social Emotional and Behavioural Needs: An Exploratory IPA Study.” 2014. Web. 03 Apr 2020.

Vancouver:

Muir PM. Stakeholders’ Experiences of the Managed Transfer Process for Pupils with Social Emotional and Behavioural Needs: An Exploratory IPA Study. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:226793.

Council of Science Editors:

Muir PM. Stakeholders’ Experiences of the Managed Transfer Process for Pupils with Social Emotional and Behavioural Needs: An Exploratory IPA Study. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:226793


University of Manchester

18. Jackson Taft, Leanne. Exploring the potential contribution of educational psychology to the promotion of community cohesion.

Degree: 2018, University of Manchester

 The United Nations Convention on the Rights of the Child (UNCRC) calls for education to prepare children for "responsible life in a free society, in… (more)

Subjects/Keywords: Community cohesion; social cohesion; peace education; school psychology; educational psychology

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APA (6th Edition):

Jackson Taft, L. (2018). Exploring the potential contribution of educational psychology to the promotion of community cohesion. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315560

Chicago Manual of Style (16th Edition):

Jackson Taft, Leanne. “Exploring the potential contribution of educational psychology to the promotion of community cohesion.” 2018. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315560.

MLA Handbook (7th Edition):

Jackson Taft, Leanne. “Exploring the potential contribution of educational psychology to the promotion of community cohesion.” 2018. Web. 03 Apr 2020.

Vancouver:

Jackson Taft L. Exploring the potential contribution of educational psychology to the promotion of community cohesion. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315560.

Council of Science Editors:

Jackson Taft L. Exploring the potential contribution of educational psychology to the promotion of community cohesion. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315560


University of Manchester

19. Walker, Alison Jane. IS MATHEMATICS ANXIETY AMENABLE TO INTERVENTION IN SCHOOL-AGED CHILDREN?.

Degree: 2018, University of Manchester

 A solid understanding of basic mathematics is essential for many practical, everyday tasks and good mathematical skills are increasingly necessary in the workplace. For some,… (more)

Subjects/Keywords: Mathematics Anxiety; School Children; Intervention; Review; Working Memory Training

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APA (6th Edition):

Walker, A. J. (2018). IS MATHEMATICS ANXIETY AMENABLE TO INTERVENTION IN SCHOOL-AGED CHILDREN?. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315557

Chicago Manual of Style (16th Edition):

Walker, Alison Jane. “IS MATHEMATICS ANXIETY AMENABLE TO INTERVENTION IN SCHOOL-AGED CHILDREN?.” 2018. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315557.

MLA Handbook (7th Edition):

Walker, Alison Jane. “IS MATHEMATICS ANXIETY AMENABLE TO INTERVENTION IN SCHOOL-AGED CHILDREN?.” 2018. Web. 03 Apr 2020.

Vancouver:

Walker AJ. IS MATHEMATICS ANXIETY AMENABLE TO INTERVENTION IN SCHOOL-AGED CHILDREN?. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315557.

Council of Science Editors:

Walker AJ. IS MATHEMATICS ANXIETY AMENABLE TO INTERVENTION IN SCHOOL-AGED CHILDREN?. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315557


University of Manchester

20. Laverick, Tracy. AN INTERPRETATIVE ANALYSIS OF THE EXPERIENCES OF MOTHERS OF YOUNG CHILDREN WITH BEHAVIOURAL DIFFICULTIES IN SCHOOL.

Degree: 2015, University of Manchester

 Current government statistics show that the fastest growing ages for exclusion in English schools is in children between five and seven years old (DfE, 2013).… (more)

Subjects/Keywords: Interpretative Phenomenological Analysis; challenging behaviour; young children; mother’s views; educational psychology

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APA (6th Edition):

Laverick, T. (2015). AN INTERPRETATIVE ANALYSIS OF THE EXPERIENCES OF MOTHERS OF YOUNG CHILDREN WITH BEHAVIOURAL DIFFICULTIES IN SCHOOL. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:279172

Chicago Manual of Style (16th Edition):

Laverick, Tracy. “AN INTERPRETATIVE ANALYSIS OF THE EXPERIENCES OF MOTHERS OF YOUNG CHILDREN WITH BEHAVIOURAL DIFFICULTIES IN SCHOOL.” 2015. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:279172.

MLA Handbook (7th Edition):

Laverick, Tracy. “AN INTERPRETATIVE ANALYSIS OF THE EXPERIENCES OF MOTHERS OF YOUNG CHILDREN WITH BEHAVIOURAL DIFFICULTIES IN SCHOOL.” 2015. Web. 03 Apr 2020.

Vancouver:

Laverick T. AN INTERPRETATIVE ANALYSIS OF THE EXPERIENCES OF MOTHERS OF YOUNG CHILDREN WITH BEHAVIOURAL DIFFICULTIES IN SCHOOL. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:279172.

Council of Science Editors:

Laverick T. AN INTERPRETATIVE ANALYSIS OF THE EXPERIENCES OF MOTHERS OF YOUNG CHILDREN WITH BEHAVIOURAL DIFFICULTIES IN SCHOOL. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:279172


University of Manchester

21. Darby, Susan. An exploratory evaluation of a prototype intervention designed to develop core Executive Function skills in young adolescents in school and with a focus on the Shift component.

Degree: 2015, University of Manchester

Executive Function (EF) comprises general purpose control processes that regulate thoughts and behaviours. Underlying core skills have been identified, including Shift: the ability to move… (more)

Subjects/Keywords: Executive Function; Shift; intervention; adolescence

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APA (6th Edition):

Darby, S. (2015). An exploratory evaluation of a prototype intervention designed to develop core Executive Function skills in young adolescents in school and with a focus on the Shift component. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:269769

Chicago Manual of Style (16th Edition):

Darby, Susan. “An exploratory evaluation of a prototype intervention designed to develop core Executive Function skills in young adolescents in school and with a focus on the Shift component.” 2015. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:269769.

MLA Handbook (7th Edition):

Darby, Susan. “An exploratory evaluation of a prototype intervention designed to develop core Executive Function skills in young adolescents in school and with a focus on the Shift component.” 2015. Web. 03 Apr 2020.

Vancouver:

Darby S. An exploratory evaluation of a prototype intervention designed to develop core Executive Function skills in young adolescents in school and with a focus on the Shift component. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:269769.

Council of Science Editors:

Darby S. An exploratory evaluation of a prototype intervention designed to develop core Executive Function skills in young adolescents in school and with a focus on the Shift component. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:269769


University of Manchester

22. Callaghan, Linda. Growing up with autism:Experiences and perceptions of neuro-typically developing sisters.

Degree: 2016, University of Manchester

 Research shows that raising a child with ASD makes considerable demands on family resources, yet the experiences of neuro typically developing (NTD) siblings of children… (more)

Subjects/Keywords: autism; sisters; siblings; wellbeing

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APA (6th Edition):

Callaghan, L. (2016). Growing up with autism:Experiences and perceptions of neuro-typically developing sisters. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:295333

Chicago Manual of Style (16th Edition):

Callaghan, Linda. “Growing up with autism:Experiences and perceptions of neuro-typically developing sisters.” 2016. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:295333.

MLA Handbook (7th Edition):

Callaghan, Linda. “Growing up with autism:Experiences and perceptions of neuro-typically developing sisters.” 2016. Web. 03 Apr 2020.

Vancouver:

Callaghan L. Growing up with autism:Experiences and perceptions of neuro-typically developing sisters. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:295333.

Council of Science Editors:

Callaghan L. Growing up with autism:Experiences and perceptions of neuro-typically developing sisters. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:295333


University of Manchester

23. Summers, Naomi. Cyberbullying: Experiences and support needs of students in a secondary school.

Degree: 2016, University of Manchester

 The arrival of Smartphones has changed the way young people communicate with one another. These devices allow youngsters to have continuous access to their social… (more)

Subjects/Keywords: Cyberbullying; Smartphones; E-safety; Secondary school; Peer relationships

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APA (6th Edition):

Summers, N. (2016). Cyberbullying: Experiences and support needs of students in a secondary school. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:297648

Chicago Manual of Style (16th Edition):

Summers, Naomi. “Cyberbullying: Experiences and support needs of students in a secondary school.” 2016. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:297648.

MLA Handbook (7th Edition):

Summers, Naomi. “Cyberbullying: Experiences and support needs of students in a secondary school.” 2016. Web. 03 Apr 2020.

Vancouver:

Summers N. Cyberbullying: Experiences and support needs of students in a secondary school. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:297648.

Council of Science Editors:

Summers N. Cyberbullying: Experiences and support needs of students in a secondary school. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:297648


University of Manchester

24. Eddleston, Adrienne. An Action Research Study to Select an Effective Model to Evaluate Consultation within Two Educational Psychology Services.

Degree: 2016, University of Manchester

 Background: This research was conducted within two Welsh bordering Local Authorities (LAs) across two Educational Psychology Services (EPSs) that changed their service delivery model to… (more)

Subjects/Keywords: evaluation educational psychology service

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APA (6th Edition):

Eddleston, A. (2016). An Action Research Study to Select an Effective Model to Evaluate Consultation within Two Educational Psychology Services. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:300679

Chicago Manual of Style (16th Edition):

Eddleston, Adrienne. “An Action Research Study to Select an Effective Model to Evaluate Consultation within Two Educational Psychology Services.” 2016. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:300679.

MLA Handbook (7th Edition):

Eddleston, Adrienne. “An Action Research Study to Select an Effective Model to Evaluate Consultation within Two Educational Psychology Services.” 2016. Web. 03 Apr 2020.

Vancouver:

Eddleston A. An Action Research Study to Select an Effective Model to Evaluate Consultation within Two Educational Psychology Services. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:300679.

Council of Science Editors:

Eddleston A. An Action Research Study to Select an Effective Model to Evaluate Consultation within Two Educational Psychology Services. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:300679


University of Manchester

25. Basnett, Julie Ann. The Causal Attributions that Students make for Teacher Behaviour: An Exploratory Study.

Degree: 2015, University of Manchester

This thesis investigates the causal attributions that students make for teacher behaviour towards them, with the focus being on behaviour likely to be considered “negative.”… (more)

Subjects/Keywords: causal attribution; attribution; behaviour; students; teacher

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APA (6th Edition):

Basnett, J. A. (2015). The Causal Attributions that Students make for Teacher Behaviour: An Exploratory Study. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:263342

Chicago Manual of Style (16th Edition):

Basnett, Julie Ann. “The Causal Attributions that Students make for Teacher Behaviour: An Exploratory Study.” 2015. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:263342.

MLA Handbook (7th Edition):

Basnett, Julie Ann. “The Causal Attributions that Students make for Teacher Behaviour: An Exploratory Study.” 2015. Web. 03 Apr 2020.

Vancouver:

Basnett JA. The Causal Attributions that Students make for Teacher Behaviour: An Exploratory Study. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:263342.

Council of Science Editors:

Basnett JA. The Causal Attributions that Students make for Teacher Behaviour: An Exploratory Study. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:263342


University of Manchester

26. Greenwood, Leanne Nichola. Adults' and children's views of a sense of belonging and how this can support atypical school transitions for children in care.

Degree: 2018, University of Manchester

 Background: Developing a sense of belonging, a psychological drive to belong to groups, has been described as an innate human need. Pupils are more motivated,… (more)

Subjects/Keywords: Belonging; Connectedness; Relatedness; Secondary school; School staff views; Action research; Appreciative inquiry; Looked after children; Transition

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APA (6th Edition):

Greenwood, L. N. (2018). Adults' and children's views of a sense of belonging and how this can support atypical school transitions for children in care. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315374

Chicago Manual of Style (16th Edition):

Greenwood, Leanne Nichola. “Adults' and children's views of a sense of belonging and how this can support atypical school transitions for children in care.” 2018. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315374.

MLA Handbook (7th Edition):

Greenwood, Leanne Nichola. “Adults' and children's views of a sense of belonging and how this can support atypical school transitions for children in care.” 2018. Web. 03 Apr 2020.

Vancouver:

Greenwood LN. Adults' and children's views of a sense of belonging and how this can support atypical school transitions for children in care. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315374.

Council of Science Editors:

Greenwood LN. Adults' and children's views of a sense of belonging and how this can support atypical school transitions for children in care. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315374


University of Manchester

27. Euston, Patricia. AUTHENTIC PARTICIPATION WITHIN SCHOOL-BASED ACTION RESEARCH.

Degree: 2018, University of Manchester

 Action research (AR) is increasingly located in schools. Partnership and participation are key aspects of quality AR and this thesis considers how to bring about… (more)

Subjects/Keywords: authentic participation; thematic synthesis; adults and adolescent coresearchers; action research; cooperative inquiry; high school transition; collaboration

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APA (6th Edition):

Euston, P. (2018). AUTHENTIC PARTICIPATION WITHIN SCHOOL-BASED ACTION RESEARCH. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315695

Chicago Manual of Style (16th Edition):

Euston, Patricia. “AUTHENTIC PARTICIPATION WITHIN SCHOOL-BASED ACTION RESEARCH.” 2018. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315695.

MLA Handbook (7th Edition):

Euston, Patricia. “AUTHENTIC PARTICIPATION WITHIN SCHOOL-BASED ACTION RESEARCH.” 2018. Web. 03 Apr 2020.

Vancouver:

Euston P. AUTHENTIC PARTICIPATION WITHIN SCHOOL-BASED ACTION RESEARCH. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315695.

Council of Science Editors:

Euston P. AUTHENTIC PARTICIPATION WITHIN SCHOOL-BASED ACTION RESEARCH. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315695

28. Harwood, Michelle. Participatory Research with Looked After Children: Factors which Support Meaningful EngagementParticipatory Research with Looked After Children: Factors which Support Meaningful Engagement.

Degree: 2018, University of Manchester

 The focus of this thesis was to explore effective ways to increase the participation of looked after children in research and to examine methodological and… (more)

Subjects/Keywords: looked after children; methods; participation; appreciative inquiry; evaluation

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APA (6th Edition):

Harwood, M. (2018). Participatory Research with Looked After Children: Factors which Support Meaningful EngagementParticipatory Research with Looked After Children: Factors which Support Meaningful Engagement. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315444

Chicago Manual of Style (16th Edition):

Harwood, Michelle. “Participatory Research with Looked After Children: Factors which Support Meaningful EngagementParticipatory Research with Looked After Children: Factors which Support Meaningful Engagement.” 2018. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315444.

MLA Handbook (7th Edition):

Harwood, Michelle. “Participatory Research with Looked After Children: Factors which Support Meaningful EngagementParticipatory Research with Looked After Children: Factors which Support Meaningful Engagement.” 2018. Web. 03 Apr 2020.

Vancouver:

Harwood M. Participatory Research with Looked After Children: Factors which Support Meaningful EngagementParticipatory Research with Looked After Children: Factors which Support Meaningful Engagement. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315444.

Council of Science Editors:

Harwood M. Participatory Research with Looked After Children: Factors which Support Meaningful EngagementParticipatory Research with Looked After Children: Factors which Support Meaningful Engagement. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315444


University of Manchester

29. Lodal, Katherine. An exploration of the relationship between motor skills difficulties and wellbeing, educational and social outcomes.

Degree: 2016, University of Manchester

 This thesis explores the relationship between motor difficulties and wider educational, social and emotional outcomes. The first two sections have been prepared in accordance with… (more)

Subjects/Keywords: Developmental Coordination Disorder; self-esteem; motor skills difficulties; children; adolescents; systematic literature review.; intervention programme; primary school; exploratory outcome evaluation

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APA (6th Edition):

Lodal, K. (2016). An exploration of the relationship between motor skills difficulties and wellbeing, educational and social outcomes. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302823

Chicago Manual of Style (16th Edition):

Lodal, Katherine. “An exploration of the relationship between motor skills difficulties and wellbeing, educational and social outcomes.” 2016. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302823.

MLA Handbook (7th Edition):

Lodal, Katherine. “An exploration of the relationship between motor skills difficulties and wellbeing, educational and social outcomes.” 2016. Web. 03 Apr 2020.

Vancouver:

Lodal K. An exploration of the relationship between motor skills difficulties and wellbeing, educational and social outcomes. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302823.

Council of Science Editors:

Lodal K. An exploration of the relationship between motor skills difficulties and wellbeing, educational and social outcomes. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302823


University of Manchester

30. Ezzamel, Nadia. Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion.

Degree: 2016, University of Manchester

There is increasing interest in the role of peers in facilitating the social interaction of pupils with ASD through Peer-mediated Interventions (PMI). A systematic literature… (more)

Subjects/Keywords: Peer-mediated interventions; PMI; autism spectrum disorder; ASD; social skills

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APA (6th Edition):

Ezzamel, N. (2016). Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302633

Chicago Manual of Style (16th Edition):

Ezzamel, Nadia. “Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion.” 2016. Doctoral Dissertation, University of Manchester. Accessed April 03, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302633.

MLA Handbook (7th Edition):

Ezzamel, Nadia. “Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion.” 2016. Web. 03 Apr 2020.

Vancouver:

Ezzamel N. Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Apr 03]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302633.

Council of Science Editors:

Ezzamel N. Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302633

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