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You searched for +publisher:"University of Manchester" +contributor:("LENDRUM, ANN AG"). Showing records 1 – 7 of 7 total matches.

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1. Harris, Karen. Creating Virtuous Cycles:Using Appreciative Inquiry as a Framework for Educational Psychology Consultations with Young People.

Degree: 2013, University of Manchester

 This research project explores and evaluates the usefulness of Appreciative Inquiry (AI) as a methodological framework for Educational Psychology consultations with young people. A significant… (more)

Subjects/Keywords: Appreciative Inquiry, Educational Psychology, indiviudal consultation; social constructionism, participatory action research

…x28;the “Copyright”) and s/he has given The University of Manchester certain rights to… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Harris, K. (2013). Creating Virtuous Cycles:Using Appreciative Inquiry as a Framework for Educational Psychology Consultations with Young People. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:201064

Chicago Manual of Style (16th Edition):

Harris, Karen. “Creating Virtuous Cycles:Using Appreciative Inquiry as a Framework for Educational Psychology Consultations with Young People.” 2013. Doctoral Dissertation, University of Manchester. Accessed September 18, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:201064.

MLA Handbook (7th Edition):

Harris, Karen. “Creating Virtuous Cycles:Using Appreciative Inquiry as a Framework for Educational Psychology Consultations with Young People.” 2013. Web. 18 Sep 2019.

Vancouver:

Harris K. Creating Virtuous Cycles:Using Appreciative Inquiry as a Framework for Educational Psychology Consultations with Young People. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Sep 18]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:201064.

Council of Science Editors:

Harris K. Creating Virtuous Cycles:Using Appreciative Inquiry as a Framework for Educational Psychology Consultations with Young People. [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:201064

2. Joyce, Craig. The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme.

Degree: 2016, University of Manchester

 Research indicates a significant rise in child and adolescent mental health difficulties over the past few decades (Mental Health Foundation, 2015). Evidence-based programmes are becoming… (more)

Subjects/Keywords: Implementation; Social and emotional learning; Teacher characteristics

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APA (6th Edition):

Joyce, C. (2016). The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869

Chicago Manual of Style (16th Edition):

Joyce, Craig. “The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme.” 2016. Doctoral Dissertation, University of Manchester. Accessed September 18, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869.

MLA Handbook (7th Edition):

Joyce, Craig. “The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme.” 2016. Web. 18 Sep 2019.

Vancouver:

Joyce C. The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Sep 18]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869.

Council of Science Editors:

Joyce C. The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869

3. Lyons, Joanne Patricia. Using collaborative action research to support adoptive parents in their communications with school staff.

Degree: 2016, University of Manchester

 To address a gap in the empirical literature on Educational Psychology (EP) practice and on adoption, and to gain perspectives from the Local Authority (LA),… (more)

Subjects/Keywords: adopted children; adoptive parents; school staff; action research; communication; support group; insider researcher; focus groups

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lyons, J. P. (2016). Using collaborative action research to support adoptive parents in their communications with school staff. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305343

Chicago Manual of Style (16th Edition):

Lyons, Joanne Patricia. “Using collaborative action research to support adoptive parents in their communications with school staff.” 2016. Doctoral Dissertation, University of Manchester. Accessed September 18, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305343.

MLA Handbook (7th Edition):

Lyons, Joanne Patricia. “Using collaborative action research to support adoptive parents in their communications with school staff.” 2016. Web. 18 Sep 2019.

Vancouver:

Lyons JP. Using collaborative action research to support adoptive parents in their communications with school staff. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Sep 18]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305343.

Council of Science Editors:

Lyons JP. Using collaborative action research to support adoptive parents in their communications with school staff. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305343


University of Manchester

4. Caddick, Katie. Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support.

Degree: 2015, University of Manchester

 Theory and research supports the implementation of cognitive and behavioural interventions (CBI’s) to address social, emotional and behavioural difficulties (SEBD) in children. The literature argues… (more)

Subjects/Keywords: social, emotional and behavioural difficulties; cognitive and behavioural intervention; thematic analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Caddick, K. (2015). Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270051

Chicago Manual of Style (16th Edition):

Caddick, Katie. “Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support.” 2015. Doctoral Dissertation, University of Manchester. Accessed September 18, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270051.

MLA Handbook (7th Edition):

Caddick, Katie. “Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support.” 2015. Web. 18 Sep 2019.

Vancouver:

Caddick K. Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Sep 18]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270051.

Council of Science Editors:

Caddick K. Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270051


University of Manchester

5. Symes, Wendy. The Reciprocal Effects Social Inclusion Intervention (RESII): The design of an intervention to improve the social outcomes of students with Autism Spectrum Conditions (ASC) attending mainstream secondary schools.

Degree: 2016, University of Manchester

 Autism Spectrum Condition (ASC) is a lifelong, developmental disability characterised by a ‘triad of impairments’ in social interaction, social communication, and social imagination (Wing, Gould… (more)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Symes, W. (2016). The Reciprocal Effects Social Inclusion Intervention (RESII): The design of an intervention to improve the social outcomes of students with Autism Spectrum Conditions (ASC) attending mainstream secondary schools. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:306213

Chicago Manual of Style (16th Edition):

Symes, Wendy. “The Reciprocal Effects Social Inclusion Intervention (RESII): The design of an intervention to improve the social outcomes of students with Autism Spectrum Conditions (ASC) attending mainstream secondary schools.” 2016. Doctoral Dissertation, University of Manchester. Accessed September 18, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:306213.

MLA Handbook (7th Edition):

Symes, Wendy. “The Reciprocal Effects Social Inclusion Intervention (RESII): The design of an intervention to improve the social outcomes of students with Autism Spectrum Conditions (ASC) attending mainstream secondary schools.” 2016. Web. 18 Sep 2019.

Vancouver:

Symes W. The Reciprocal Effects Social Inclusion Intervention (RESII): The design of an intervention to improve the social outcomes of students with Autism Spectrum Conditions (ASC) attending mainstream secondary schools. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Sep 18]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:306213.

Council of Science Editors:

Symes W. The Reciprocal Effects Social Inclusion Intervention (RESII): The design of an intervention to improve the social outcomes of students with Autism Spectrum Conditions (ASC) attending mainstream secondary schools. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:306213


University of Manchester

6. Ashworth, Emma. Differential effects of the Good Behaviour Game on pupils' school functioning: Cumulative risk exposure as a moderator of intervention outcomes.

Degree: 2018, University of Manchester

 Risk factors that increase the likelihood of children experiencing poorer school functioning (academic and behavioural difficulties) have been widely researched. However, risk factors do not… (more)

Subjects/Keywords: Universal interventions; Good Behaviour Game; Cumulative Risk; Implementation; School functioning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ashworth, E. (2018). Differential effects of the Good Behaviour Game on pupils' school functioning: Cumulative risk exposure as a moderator of intervention outcomes. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:314953

Chicago Manual of Style (16th Edition):

Ashworth, Emma. “Differential effects of the Good Behaviour Game on pupils' school functioning: Cumulative risk exposure as a moderator of intervention outcomes.” 2018. Doctoral Dissertation, University of Manchester. Accessed September 18, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:314953.

MLA Handbook (7th Edition):

Ashworth, Emma. “Differential effects of the Good Behaviour Game on pupils' school functioning: Cumulative risk exposure as a moderator of intervention outcomes.” 2018. Web. 18 Sep 2019.

Vancouver:

Ashworth E. Differential effects of the Good Behaviour Game on pupils' school functioning: Cumulative risk exposure as a moderator of intervention outcomes. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2019 Sep 18]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:314953.

Council of Science Editors:

Ashworth E. Differential effects of the Good Behaviour Game on pupils' school functioning: Cumulative risk exposure as a moderator of intervention outcomes. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:314953


University of Manchester

7. Pert, Kirsty. Enhancing resilience among disadvantaged children through universal social and emotional learning.

Degree: 2018, University of Manchester

 Socio-economic disadvantage has been empirically established as being a risk factor that contributes to poorer outcomes, including children's mental health and/or academic achievement (Bradley &… (more)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pert, K. (2018). Enhancing resilience among disadvantaged children through universal social and emotional learning. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:314362

Chicago Manual of Style (16th Edition):

Pert, Kirsty. “Enhancing resilience among disadvantaged children through universal social and emotional learning.” 2018. Doctoral Dissertation, University of Manchester. Accessed September 18, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:314362.

MLA Handbook (7th Edition):

Pert, Kirsty. “Enhancing resilience among disadvantaged children through universal social and emotional learning.” 2018. Web. 18 Sep 2019.

Vancouver:

Pert K. Enhancing resilience among disadvantaged children through universal social and emotional learning. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2019 Sep 18]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:314362.

Council of Science Editors:

Pert K. Enhancing resilience among disadvantaged children through universal social and emotional learning. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:314362

.