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

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University of Manchester

1. Figueiredo Alves, Ines. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.

Degree: 2015, University of Manchester

 This thesis is a comparative case-study of how teachers in England and Portugal conceptualise and respond to pupil diversity in the context of individual planning.… (more)

Subjects/Keywords: Inclusive Education and Special Educational Needs; Individual Planning; Comparative Education

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APA (6th Edition):

Figueiredo Alves, I. (2015). Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059

Chicago Manual of Style (16th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.” 2015. Doctoral Dissertation, University of Manchester. Accessed August 20, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059.

MLA Handbook (7th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.” 2015. Web. 20 Aug 2019.

Vancouver:

Figueiredo Alves I. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Aug 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059.

Council of Science Editors:

Figueiredo Alves I. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059


University of Manchester

2. Underhill, Helen Mary. Learning and Unlearning in Struggles for Social Change: Activism and the Continuing Egyptian Revolution.

Degree: 2017, University of Manchester

This thesis investigates the effects of participating in activism on the people who strugglefor social change. Using a critical pedagogical framework, the study contributes to… (more)

Subjects/Keywords: Learning; Unlearning; Social movement; Egyptian revolution; Pedagogy; Democracy; Social change

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APA (6th Edition):

Underhill, H. M. (2017). Learning and Unlearning in Struggles for Social Change: Activism and the Continuing Egyptian Revolution. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307578

Chicago Manual of Style (16th Edition):

Underhill, Helen Mary. “Learning and Unlearning in Struggles for Social Change: Activism and the Continuing Egyptian Revolution.” 2017. Doctoral Dissertation, University of Manchester. Accessed August 20, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307578.

MLA Handbook (7th Edition):

Underhill, Helen Mary. “Learning and Unlearning in Struggles for Social Change: Activism and the Continuing Egyptian Revolution.” 2017. Web. 20 Aug 2019.

Vancouver:

Underhill HM. Learning and Unlearning in Struggles for Social Change: Activism and the Continuing Egyptian Revolution. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Aug 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307578.

Council of Science Editors:

Underhill HM. Learning and Unlearning in Struggles for Social Change: Activism and the Continuing Egyptian Revolution. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307578


University of Manchester

3. Corcoran, Su. Leaving the street? Exploring transition experiences of street-connected children and youth in Kenya.

Degree: 2017, University of Manchester

This exploratory study was inspired by the author’s voluntary work with street-connected children and youth in Kenya. It develops an understanding of the experiences of… (more)

Subjects/Keywords: liminality; street-connected; children and young people; Kenya; identity; inclusive education; non-formal education; informal labour market; street child; reintegration

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APA (6th Edition):

Corcoran, S. (2017). Leaving the street? Exploring transition experiences of street-connected children and youth in Kenya. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308223

Chicago Manual of Style (16th Edition):

Corcoran, Su. “Leaving the street? Exploring transition experiences of street-connected children and youth in Kenya.” 2017. Doctoral Dissertation, University of Manchester. Accessed August 20, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308223.

MLA Handbook (7th Edition):

Corcoran, Su. “Leaving the street? Exploring transition experiences of street-connected children and youth in Kenya.” 2017. Web. 20 Aug 2019.

Vancouver:

Corcoran S. Leaving the street? Exploring transition experiences of street-connected children and youth in Kenya. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Aug 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308223.

Council of Science Editors:

Corcoran S. Leaving the street? Exploring transition experiences of street-connected children and youth in Kenya. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308223


University of Manchester

4. Al Hosni, Thuraya Saif Sultan. Responding to pupil differences in Oman: A study of two primary schools.

Degree: 2017, University of Manchester

This thesis explores how the Omani primary school system responds to pupils’ differences. The study took place within a centralised school system, which has a… (more)

Subjects/Keywords: Differences; Primary Schools; Oman; Inclusion

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APA (6th Edition):

Al Hosni, T. S. S. (2017). Responding to pupil differences in Oman: A study of two primary schools. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308601

Chicago Manual of Style (16th Edition):

Al Hosni, Thuraya Saif Sultan. “Responding to pupil differences in Oman: A study of two primary schools.” 2017. Doctoral Dissertation, University of Manchester. Accessed August 20, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308601.

MLA Handbook (7th Edition):

Al Hosni, Thuraya Saif Sultan. “Responding to pupil differences in Oman: A study of two primary schools.” 2017. Web. 20 Aug 2019.

Vancouver:

Al Hosni TSS. Responding to pupil differences in Oman: A study of two primary schools. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Aug 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308601.

Council of Science Editors:

Al Hosni TSS. Responding to pupil differences in Oman: A study of two primary schools. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308601


University of Manchester

5. Lu, I-Jung. Virtual communities for parents of children with special needs in Taiwan: Emotional support, information, and advocacy.

Degree: 2018, University of Manchester

 This thesis is a case study of three virtual communities for parents of children with special needs in Taiwan. The main focus of this research… (more)

Subjects/Keywords: Parent support; Virtual community; Social network site; Children with special needs

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APA (6th Edition):

Lu, I. (2018). Virtual communities for parents of children with special needs in Taiwan: Emotional support, information, and advocacy. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313401

Chicago Manual of Style (16th Edition):

Lu, I-Jung. “Virtual communities for parents of children with special needs in Taiwan: Emotional support, information, and advocacy.” 2018. Doctoral Dissertation, University of Manchester. Accessed August 20, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313401.

MLA Handbook (7th Edition):

Lu, I-Jung. “Virtual communities for parents of children with special needs in Taiwan: Emotional support, information, and advocacy.” 2018. Web. 20 Aug 2019.

Vancouver:

Lu I. Virtual communities for parents of children with special needs in Taiwan: Emotional support, information, and advocacy. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2019 Aug 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313401.

Council of Science Editors:

Lu I. Virtual communities for parents of children with special needs in Taiwan: Emotional support, information, and advocacy. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313401

6. Eliadou, Annita. Responding to student diversity: A study of the experiences of "foreign-speaking" students in secondary schools in Cyprus.

Degree: 2014, University of Manchester

 This thesis examines the responses of the educational system of Cyprus to increasing student diversity. The study it reports was set in a sensitive socio-political… (more)

Subjects/Keywords: inclusive education; inclusion; education; Cyprus; barriers; resources; foreign-speaking; additional language learning; educational policy; educational practice

…rights in it (the “Copyright”) and he has given The University of Manchester certain… …for the degree of MSc Educational Research, at the University of Manchester (Eliadou… …for Equity in Education (University of Manchester), something which ensured… …diverse student populations, emerged during my post-graduate studies at the University of… …Manchester in England. While studying for the degree of MEd Special and Inclusive Education I was… 

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

APA (6th Edition):

Eliadou, A. (2014). Responding to student diversity: A study of the experiences of "foreign-speaking" students in secondary schools in Cyprus. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:229936

Chicago Manual of Style (16th Edition):

Eliadou, Annita. “Responding to student diversity: A study of the experiences of "foreign-speaking" students in secondary schools in Cyprus.” 2014. Doctoral Dissertation, University of Manchester. Accessed August 20, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:229936.

MLA Handbook (7th Edition):

Eliadou, Annita. “Responding to student diversity: A study of the experiences of "foreign-speaking" students in secondary schools in Cyprus.” 2014. Web. 20 Aug 2019.

Vancouver:

Eliadou A. Responding to student diversity: A study of the experiences of "foreign-speaking" students in secondary schools in Cyprus. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2019 Aug 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:229936.

Council of Science Editors:

Eliadou A. Responding to student diversity: A study of the experiences of "foreign-speaking" students in secondary schools in Cyprus. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:229936

7. Makoelle, Tsediso Michael. EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.

Degree: 2013, University of Manchester

 Prior to the advent of the new democratic political dispensation in 1994, South Africaneducation had laboured under racially motivated discriminatory practices of active exclusion ofthe… (more)

Subjects/Keywords: •inclusion; inclusive pedagogy; inclusive teaching; inclusive education; inclusive classroom

…thesis is vested in The University of Manchester, subject to any prior agreement to the… …International Journal of Inclusive Education. The John Rylands University of Manchester Library was… 

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APA (6th Edition):

Makoelle, T. M. (2013). EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332

Chicago Manual of Style (16th Edition):

Makoelle, Tsediso Michael. “EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.” 2013. Doctoral Dissertation, University of Manchester. Accessed August 20, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332.

MLA Handbook (7th Edition):

Makoelle, Tsediso Michael. “EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.” 2013. Web. 20 Aug 2019.

Vancouver:

Makoelle TM. EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Aug 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332.

Council of Science Editors:

Makoelle TM. EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS. [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332

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