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

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University of Manchester

1. Woollam, Kimberley Louise. Appreciative Inquiry and Looked After Children.

Degree: 2010, University of Manchester

 Looked after children (LAC) have been identified as one of the mostvulnerable and disadvantaged members of our education system (Sempik,Ward, & Darker, 2008); they are… (more)

Subjects/Keywords: Appreciative Inquiry; Looked After Children; Secondary School

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APA (6th Edition):

Woollam, K. L. (2010). Appreciative Inquiry and Looked After Children. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:86950

Chicago Manual of Style (16th Edition):

Woollam, Kimberley Louise. “Appreciative Inquiry and Looked After Children.” 2010. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:86950.

MLA Handbook (7th Edition):

Woollam, Kimberley Louise. “Appreciative Inquiry and Looked After Children.” 2010. Web. 15 Jul 2019.

Vancouver:

Woollam KL. Appreciative Inquiry and Looked After Children. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:86950.

Council of Science Editors:

Woollam KL. Appreciative Inquiry and Looked After Children. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:86950


University of Manchester

2. Moran, Katie. REINTEGRATION INTO MAINSTREAM SECONDARY SCHOOL FOLLOWING PERMANENT EXCLUSION: EXPERIENCES AND OPPORTUNITIES.

Degree: 2010, University of Manchester

 Permanent exclusion is a serious disciplinary measure and the Department for Children, Schools and Families (DCSF, 2008) advises that in most cases it is to… (more)

Subjects/Keywords: Pupils; Exclusion; Reintegration; Case Study; Thematic Analysis

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APA (6th Edition):

Moran, K. (2010). REINTEGRATION INTO MAINSTREAM SECONDARY SCHOOL FOLLOWING PERMANENT EXCLUSION: EXPERIENCES AND OPPORTUNITIES. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:86958

Chicago Manual of Style (16th Edition):

Moran, Katie. “REINTEGRATION INTO MAINSTREAM SECONDARY SCHOOL FOLLOWING PERMANENT EXCLUSION: EXPERIENCES AND OPPORTUNITIES.” 2010. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:86958.

MLA Handbook (7th Edition):

Moran, Katie. “REINTEGRATION INTO MAINSTREAM SECONDARY SCHOOL FOLLOWING PERMANENT EXCLUSION: EXPERIENCES AND OPPORTUNITIES.” 2010. Web. 15 Jul 2019.

Vancouver:

Moran K. REINTEGRATION INTO MAINSTREAM SECONDARY SCHOOL FOLLOWING PERMANENT EXCLUSION: EXPERIENCES AND OPPORTUNITIES. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:86958.

Council of Science Editors:

Moran K. REINTEGRATION INTO MAINSTREAM SECONDARY SCHOOL FOLLOWING PERMANENT EXCLUSION: EXPERIENCES AND OPPORTUNITIES. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:86958


University of Manchester

3. Lewis, Sarah. Young people's problem-solving skills and resiliency: The roles of executive functions and private speech in relation to resiliency.

Degree: 2010, University of Manchester

In recent years there has been a move towards promoting the well-being and positive outcomes for children and young people who are at risk of… (more)

Subjects/Keywords: resiliency; executive functions; private speech; problem-solving; young people

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APA (6th Edition):

Lewis, S. (2010). Young people's problem-solving skills and resiliency: The roles of executive functions and private speech in relation to resiliency. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:87029

Chicago Manual of Style (16th Edition):

Lewis, Sarah. “Young people's problem-solving skills and resiliency: The roles of executive functions and private speech in relation to resiliency.” 2010. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:87029.

MLA Handbook (7th Edition):

Lewis, Sarah. “Young people's problem-solving skills and resiliency: The roles of executive functions and private speech in relation to resiliency.” 2010. Web. 15 Jul 2019.

Vancouver:

Lewis S. Young people's problem-solving skills and resiliency: The roles of executive functions and private speech in relation to resiliency. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:87029.

Council of Science Editors:

Lewis S. Young people's problem-solving skills and resiliency: The roles of executive functions and private speech in relation to resiliency. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:87029


University of Manchester

4. Blacklidge, Louise. Enabling a secondary school to develop its practice in relation to children in care (CiC) through use of the Research and Development in Organisations (RADIO) approach.

Degree: 2010, University of Manchester

 Educational outcomes and long term outcomes for children in care (CiC) are a continuing cause for concern; research shows that care leavers as a group… (more)

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APA (6th Edition):

Blacklidge, L. (2010). Enabling a secondary school to develop its practice in relation to children in care (CiC) through use of the Research and Development in Organisations (RADIO) approach. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:87297

Chicago Manual of Style (16th Edition):

Blacklidge, Louise. “Enabling a secondary school to develop its practice in relation to children in care (CiC) through use of the Research and Development in Organisations (RADIO) approach.” 2010. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:87297.

MLA Handbook (7th Edition):

Blacklidge, Louise. “Enabling a secondary school to develop its practice in relation to children in care (CiC) through use of the Research and Development in Organisations (RADIO) approach.” 2010. Web. 15 Jul 2019.

Vancouver:

Blacklidge L. Enabling a secondary school to develop its practice in relation to children in care (CiC) through use of the Research and Development in Organisations (RADIO) approach. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:87297.

Council of Science Editors:

Blacklidge L. Enabling a secondary school to develop its practice in relation to children in care (CiC) through use of the Research and Development in Organisations (RADIO) approach. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:87297


University of Manchester

5. Hedges, Katherine Mary. INVESTIGATING THE IMPACT OF A WHOLE SCHOOL INTERVENTION ON CHILDREN’S EXECUTIVE FUNCTION AND ATTENTION SKILLS.

Degree: 2010, University of Manchester

Educational Psychologists (EPs) are often asked to see children that may have difficulties with attention or children with impairments in executive function. Research suggests that… (more)

Subjects/Keywords: Executive Function; Attention; Whole School Intervention; Staff Training; Primary school children

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APA (6th Edition):

Hedges, K. M. (2010). INVESTIGATING THE IMPACT OF A WHOLE SCHOOL INTERVENTION ON CHILDREN’S EXECUTIVE FUNCTION AND ATTENTION SKILLS. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:87120

Chicago Manual of Style (16th Edition):

Hedges, Katherine Mary. “INVESTIGATING THE IMPACT OF A WHOLE SCHOOL INTERVENTION ON CHILDREN’S EXECUTIVE FUNCTION AND ATTENTION SKILLS.” 2010. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:87120.

MLA Handbook (7th Edition):

Hedges, Katherine Mary. “INVESTIGATING THE IMPACT OF A WHOLE SCHOOL INTERVENTION ON CHILDREN’S EXECUTIVE FUNCTION AND ATTENTION SKILLS.” 2010. Web. 15 Jul 2019.

Vancouver:

Hedges KM. INVESTIGATING THE IMPACT OF A WHOLE SCHOOL INTERVENTION ON CHILDREN’S EXECUTIVE FUNCTION AND ATTENTION SKILLS. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:87120.

Council of Science Editors:

Hedges KM. INVESTIGATING THE IMPACT OF A WHOLE SCHOOL INTERVENTION ON CHILDREN’S EXECUTIVE FUNCTION AND ATTENTION SKILLS. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:87120


University of Manchester

6. Seedat, Ashraf. THE EFFECTIVENESS OF AN ALLIANCE BETWEEN EDUCATIONAL PSYCHOLOGISTS AND TEACHING ASSISTANTS IN DELIVERING NATIONAL NUMERACY STRATEGY INTERVENTIONS.

Degree: 2010, University of Manchester

 This research investigates the impact of collaborative work between an Educational Psychologist (EP) and teaching assistants (TAs) delivering a wave 3 National Numeracy Strategy (NNS)… (more)

Subjects/Keywords: Educational Psychologist; Numeracy Intervention; Teaching Assistant

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APA (6th Edition):

Seedat, A. (2010). THE EFFECTIVENESS OF AN ALLIANCE BETWEEN EDUCATIONAL PSYCHOLOGISTS AND TEACHING ASSISTANTS IN DELIVERING NATIONAL NUMERACY STRATEGY INTERVENTIONS. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:92298

Chicago Manual of Style (16th Edition):

Seedat, Ashraf. “THE EFFECTIVENESS OF AN ALLIANCE BETWEEN EDUCATIONAL PSYCHOLOGISTS AND TEACHING ASSISTANTS IN DELIVERING NATIONAL NUMERACY STRATEGY INTERVENTIONS.” 2010. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:92298.

MLA Handbook (7th Edition):

Seedat, Ashraf. “THE EFFECTIVENESS OF AN ALLIANCE BETWEEN EDUCATIONAL PSYCHOLOGISTS AND TEACHING ASSISTANTS IN DELIVERING NATIONAL NUMERACY STRATEGY INTERVENTIONS.” 2010. Web. 15 Jul 2019.

Vancouver:

Seedat A. THE EFFECTIVENESS OF AN ALLIANCE BETWEEN EDUCATIONAL PSYCHOLOGISTS AND TEACHING ASSISTANTS IN DELIVERING NATIONAL NUMERACY STRATEGY INTERVENTIONS. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:92298.

Council of Science Editors:

Seedat A. THE EFFECTIVENESS OF AN ALLIANCE BETWEEN EDUCATIONAL PSYCHOLOGISTS AND TEACHING ASSISTANTS IN DELIVERING NATIONAL NUMERACY STRATEGY INTERVENTIONS. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:92298


University of Manchester

7. Sharpe, Bethany Ruth. Identifying and Meeting the Social, Emotional and Behavioural Needs of Refugee Children in a Primary School.

Degree: 2010, University of Manchester

 Refugee children are at risk of experiencing social, emotional or behavioural needs (SEBN) due to the stressful events they have experienced. These events may have… (more)

Subjects/Keywords: refugee children; social, emotional and behavioural needs; action research; acculturation; resilience; migration; somali

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APA (6th Edition):

Sharpe, B. R. (2010). Identifying and Meeting the Social, Emotional and Behavioural Needs of Refugee Children in a Primary School. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:94527

Chicago Manual of Style (16th Edition):

Sharpe, Bethany Ruth. “Identifying and Meeting the Social, Emotional and Behavioural Needs of Refugee Children in a Primary School.” 2010. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:94527.

MLA Handbook (7th Edition):

Sharpe, Bethany Ruth. “Identifying and Meeting the Social, Emotional and Behavioural Needs of Refugee Children in a Primary School.” 2010. Web. 15 Jul 2019.

Vancouver:

Sharpe BR. Identifying and Meeting the Social, Emotional and Behavioural Needs of Refugee Children in a Primary School. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:94527.

Council of Science Editors:

Sharpe BR. Identifying and Meeting the Social, Emotional and Behavioural Needs of Refugee Children in a Primary School. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:94527


University of Manchester

8. Khan, Nooreen. A small scale study exploring the emotional needs of English Language Learners.

Degree: 2010, University of Manchester

 Previous research into the needs of English Language Learner pupils (ELL) has predominantly focused on progress made in language acquisition and academic attainment, whereby learning… (more)

Subjects/Keywords: Emotional; 'English Language Learner'; EAL

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APA (6th Edition):

Khan, N. (2010). A small scale study exploring the emotional needs of English Language Learners. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:95593

Chicago Manual of Style (16th Edition):

Khan, Nooreen. “A small scale study exploring the emotional needs of English Language Learners.” 2010. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:95593.

MLA Handbook (7th Edition):

Khan, Nooreen. “A small scale study exploring the emotional needs of English Language Learners.” 2010. Web. 15 Jul 2019.

Vancouver:

Khan N. A small scale study exploring the emotional needs of English Language Learners. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:95593.

Council of Science Editors:

Khan N. A small scale study exploring the emotional needs of English Language Learners. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:95593


University of Manchester

9. White, Julie. An Exploration Of An Alternative Curriculum: 'Trade Skills'.

Degree: 2010, University of Manchester

 ABSTRACTDespite the curricula developments over recent years, for some young people accessing the national curriculum is a real challenge. In response to the increasing levels… (more)

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APA (6th Edition):

White, J. (2010). An Exploration Of An Alternative Curriculum: 'Trade Skills'. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:93334

Chicago Manual of Style (16th Edition):

White, Julie. “An Exploration Of An Alternative Curriculum: 'Trade Skills'.” 2010. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:93334.

MLA Handbook (7th Edition):

White, Julie. “An Exploration Of An Alternative Curriculum: 'Trade Skills'.” 2010. Web. 15 Jul 2019.

Vancouver:

White J. An Exploration Of An Alternative Curriculum: 'Trade Skills'. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:93334.

Council of Science Editors:

White J. An Exploration Of An Alternative Curriculum: 'Trade Skills'. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:93334


University of Manchester

10. Cockroft, Charlotte Elizabeth. An Exploratory Study to Investigate the Usefulness of an Affective Reading Intervention in Supporting Adolescents’ Reading Motivation and Engagement.

Degree: 2016, University of Manchester

 Background: There is increasing concern that as students move through to adolescence, motivation toward reading declines. When there is limited desire to read, less time… (more)

Subjects/Keywords: adolescent literacy; affective; engagement; motivation; reading; educational psychology

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APA (6th Edition):

Cockroft, C. E. (2016). An Exploratory Study to Investigate the Usefulness of an Affective Reading Intervention in Supporting Adolescents’ Reading Motivation and Engagement. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301990

Chicago Manual of Style (16th Edition):

Cockroft, Charlotte Elizabeth. “An Exploratory Study to Investigate the Usefulness of an Affective Reading Intervention in Supporting Adolescents’ Reading Motivation and Engagement.” 2016. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301990.

MLA Handbook (7th Edition):

Cockroft, Charlotte Elizabeth. “An Exploratory Study to Investigate the Usefulness of an Affective Reading Intervention in Supporting Adolescents’ Reading Motivation and Engagement.” 2016. Web. 15 Jul 2019.

Vancouver:

Cockroft CE. An Exploratory Study to Investigate the Usefulness of an Affective Reading Intervention in Supporting Adolescents’ Reading Motivation and Engagement. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301990.

Council of Science Editors:

Cockroft CE. An Exploratory Study to Investigate the Usefulness of an Affective Reading Intervention in Supporting Adolescents’ Reading Motivation and Engagement. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301990


University of Manchester

11. Snape, Laura Jayne. The effectiveness of student focused school-based motivational interviewing: Evidence emerging from current practice.

Degree: 2016, University of Manchester

 Motivational interviewing (MI) has been used extensively and often effectively in medical settings to support behaviour change in adults. There is emerging evidence that MI… (more)

Subjects/Keywords: motivational interviewing; intervention; young people; children; systematic review; educational psychologists; disaffection; children and young people; student views

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APA (6th Edition):

Snape, L. J. (2016). The effectiveness of student focused school-based motivational interviewing: Evidence emerging from current practice. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302876

Chicago Manual of Style (16th Edition):

Snape, Laura Jayne. “The effectiveness of student focused school-based motivational interviewing: Evidence emerging from current practice.” 2016. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302876.

MLA Handbook (7th Edition):

Snape, Laura Jayne. “The effectiveness of student focused school-based motivational interviewing: Evidence emerging from current practice.” 2016. Web. 15 Jul 2019.

Vancouver:

Snape LJ. The effectiveness of student focused school-based motivational interviewing: Evidence emerging from current practice. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302876.

Council of Science Editors:

Snape LJ. The effectiveness of student focused school-based motivational interviewing: Evidence emerging from current practice. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302876


University of Manchester

12. Reynolds, Lucy. Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions.

Degree: 2015, University of Manchester

 Background: Research and professional experience suggest that young people with autism spectrum conditions (ASC) often find secondary school more difficult than primary school. Expert advice… (more)

Subjects/Keywords: autism; school; secondary

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

APA (6th Edition):

Reynolds, L. (2015). Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822

Chicago Manual of Style (16th Edition):

Reynolds, Lucy. “Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions.” 2015. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822.

MLA Handbook (7th Edition):

Reynolds, Lucy. “Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions.” 2015. Web. 15 Jul 2019.

Vancouver:

Reynolds L. Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822.

Council of Science Editors:

Reynolds L. Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822


University of Manchester

13. Peters, Einir Wyn. 'Time to Talk': Using the Research and Development in Organisations framework to implement and evaluate an educational psychology drop-in service for pupils over 16 years of age.

Degree: 2012, University of Manchester

 AbstractThe University of ManchesterEinir Wyn PetersDoctorate in Educational and Child Psychology‘Time to Talk’: Using the Research and Development in Organisations framework to implement and evaluate… (more)

Subjects/Keywords: Pupil Views of Educational Psychologists; Drop-in service; Post-16 pupils; RADIO

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APA (6th Edition):

Peters, E. W. (2012). 'Time to Talk': Using the Research and Development in Organisations framework to implement and evaluate an educational psychology drop-in service for pupils over 16 years of age. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:181237a

Chicago Manual of Style (16th Edition):

Peters, Einir Wyn. “'Time to Talk': Using the Research and Development in Organisations framework to implement and evaluate an educational psychology drop-in service for pupils over 16 years of age.” 2012. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:181237a.

MLA Handbook (7th Edition):

Peters, Einir Wyn. “'Time to Talk': Using the Research and Development in Organisations framework to implement and evaluate an educational psychology drop-in service for pupils over 16 years of age.” 2012. Web. 15 Jul 2019.

Vancouver:

Peters EW. 'Time to Talk': Using the Research and Development in Organisations framework to implement and evaluate an educational psychology drop-in service for pupils over 16 years of age. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:181237a.

Council of Science Editors:

Peters EW. 'Time to Talk': Using the Research and Development in Organisations framework to implement and evaluate an educational psychology drop-in service for pupils over 16 years of age. [Doctoral Dissertation]. University of Manchester; 2012. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:181237a


University of Manchester

14. Sadreddini, Shireen. Educational Psychologists' assessment practices for children with Autism Spectrum Disorder.

Degree: 2017, University of Manchester

 As the prevalence of Autism Spectrum Disorder (ASD) increases, School Psychologists (SPs) and Educational Psychologists (EPs) have an increasing role in assessing children with ASD.… (more)

Subjects/Keywords: Educational Psychology; Autism; ASD; Assessment

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APA (6th Edition):

Sadreddini, S. (2017). Educational Psychologists' assessment practices for children with Autism Spectrum Disorder. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310097

Chicago Manual of Style (16th Edition):

Sadreddini, Shireen. “Educational Psychologists' assessment practices for children with Autism Spectrum Disorder.” 2017. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310097.

MLA Handbook (7th Edition):

Sadreddini, Shireen. “Educational Psychologists' assessment practices for children with Autism Spectrum Disorder.” 2017. Web. 15 Jul 2019.

Vancouver:

Sadreddini S. Educational Psychologists' assessment practices for children with Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310097.

Council of Science Editors:

Sadreddini S. Educational Psychologists' assessment practices for children with Autism Spectrum Disorder. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310097


University of Manchester

15. Howard, Martin Luke. Headteacher Stress,Coping Strategies And Supports:Implications For An Emotional Health And Well-Being Programme for Headteachers.

Degree: 2012, University of Manchester

 ABSTRACTThere have been a number of studies investigating stress in the education sector with findings indicating that teachers experience high levels of work related stress… (more)

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APA (6th Edition):

Howard, M. L. (2012). Headteacher Stress,Coping Strategies And Supports:Implications For An Emotional Health And Well-Being Programme for Headteachers. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:158175

Chicago Manual of Style (16th Edition):

Howard, Martin Luke. “Headteacher Stress,Coping Strategies And Supports:Implications For An Emotional Health And Well-Being Programme for Headteachers.” 2012. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:158175.

MLA Handbook (7th Edition):

Howard, Martin Luke. “Headteacher Stress,Coping Strategies And Supports:Implications For An Emotional Health And Well-Being Programme for Headteachers.” 2012. Web. 15 Jul 2019.

Vancouver:

Howard ML. Headteacher Stress,Coping Strategies And Supports:Implications For An Emotional Health And Well-Being Programme for Headteachers. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:158175.

Council of Science Editors:

Howard ML. Headteacher Stress,Coping Strategies And Supports:Implications For An Emotional Health And Well-Being Programme for Headteachers. [Doctoral Dissertation]. University of Manchester; 2012. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:158175


University of Manchester

16. Bason, Marie Louise. The planning and implementation of post-school transitions for young people with special educational needs.

Degree: 2012, University of Manchester

 This study is about the transition planning of young people with special educational needs (SEN) from secondary mainstream and special schools to post-secondary opportunities. Leaving… (more)

Subjects/Keywords: Post-secondary transition planning; special educational needs; transition planning

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APA (6th Edition):

Bason, M. L. (2012). The planning and implementation of post-school transitions for young people with special educational needs. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:161830

Chicago Manual of Style (16th Edition):

Bason, Marie Louise. “The planning and implementation of post-school transitions for young people with special educational needs.” 2012. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:161830.

MLA Handbook (7th Edition):

Bason, Marie Louise. “The planning and implementation of post-school transitions for young people with special educational needs.” 2012. Web. 15 Jul 2019.

Vancouver:

Bason ML. The planning and implementation of post-school transitions for young people with special educational needs. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:161830.

Council of Science Editors:

Bason ML. The planning and implementation of post-school transitions for young people with special educational needs. [Doctoral Dissertation]. University of Manchester; 2012. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:161830


University of Manchester

17. Hughes, Alison. A Case Study Investigation into the Sensory Needs of Children and Young People with Autistic Spectrum Condition (ASC) within an Educational Context.

Degree: 2014, University of Manchester

 A number of studies have reported that many children with Autism Spectrum Condition (ASC) experience unusual responses to sensory stimuli, however it is argued that… (more)

Subjects/Keywords: Autism; Sensory; Intervention; Education

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APA (6th Edition):

Hughes, A. (2014). A Case Study Investigation into the Sensory Needs of Children and Young People with Autistic Spectrum Condition (ASC) within an Educational Context. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:231646

Chicago Manual of Style (16th Edition):

Hughes, Alison. “A Case Study Investigation into the Sensory Needs of Children and Young People with Autistic Spectrum Condition (ASC) within an Educational Context.” 2014. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:231646.

MLA Handbook (7th Edition):

Hughes, Alison. “A Case Study Investigation into the Sensory Needs of Children and Young People with Autistic Spectrum Condition (ASC) within an Educational Context.” 2014. Web. 15 Jul 2019.

Vancouver:

Hughes A. A Case Study Investigation into the Sensory Needs of Children and Young People with Autistic Spectrum Condition (ASC) within an Educational Context. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:231646.

Council of Science Editors:

Hughes A. A Case Study Investigation into the Sensory Needs of Children and Young People with Autistic Spectrum Condition (ASC) within an Educational Context. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:231646


University of Manchester

18. Hilton, Joanne Elizabeth. A multiple case study to explore the implementation and effects of Nurture Groups as an intervention for pupils with Social, Emotional and Behavioural Difficulties (SEBD) in secondary schools.

Degree: 2014, University of Manchester

 Background: Pupils with Social, Emotional and Behavioural Difficulties (SEBD) are a cause for concern in education and although Nurture Groups (NGs) have been found to… (more)

Subjects/Keywords: Nurture Groups; SEBD interventions

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APA (6th Edition):

Hilton, J. E. (2014). A multiple case study to explore the implementation and effects of Nurture Groups as an intervention for pupils with Social, Emotional and Behavioural Difficulties (SEBD) in secondary schools. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:232133

Chicago Manual of Style (16th Edition):

Hilton, Joanne Elizabeth. “A multiple case study to explore the implementation and effects of Nurture Groups as an intervention for pupils with Social, Emotional and Behavioural Difficulties (SEBD) in secondary schools.” 2014. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:232133.

MLA Handbook (7th Edition):

Hilton, Joanne Elizabeth. “A multiple case study to explore the implementation and effects of Nurture Groups as an intervention for pupils with Social, Emotional and Behavioural Difficulties (SEBD) in secondary schools.” 2014. Web. 15 Jul 2019.

Vancouver:

Hilton JE. A multiple case study to explore the implementation and effects of Nurture Groups as an intervention for pupils with Social, Emotional and Behavioural Difficulties (SEBD) in secondary schools. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:232133.

Council of Science Editors:

Hilton JE. A multiple case study to explore the implementation and effects of Nurture Groups as an intervention for pupils with Social, Emotional and Behavioural Difficulties (SEBD) in secondary schools. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:232133


University of Manchester

19. Pierce, Katherine. AN EVALUATION OF THE EFFECTIVENESS OF PLAY BANK – A PEER-MEDIATED APPROACH TO DEVELOP THE INTERACTIVE PLAY OF PRE-SCHOOL CHILDREN.

Degree: 2014, University of Manchester

 An evaluation of the effectiveness of Play Bank – a peer-mediated approach to develop the interactive play of pre-school children.Interactive play in the Early Years… (more)

Subjects/Keywords: early years; pre-school; interactive play; social competence; peer-mediated

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APA (6th Edition):

Pierce, K. (2014). AN EVALUATION OF THE EFFECTIVENESS OF PLAY BANK – A PEER-MEDIATED APPROACH TO DEVELOP THE INTERACTIVE PLAY OF PRE-SCHOOL CHILDREN. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:232446

Chicago Manual of Style (16th Edition):

Pierce, Katherine. “AN EVALUATION OF THE EFFECTIVENESS OF PLAY BANK – A PEER-MEDIATED APPROACH TO DEVELOP THE INTERACTIVE PLAY OF PRE-SCHOOL CHILDREN.” 2014. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:232446.

MLA Handbook (7th Edition):

Pierce, Katherine. “AN EVALUATION OF THE EFFECTIVENESS OF PLAY BANK – A PEER-MEDIATED APPROACH TO DEVELOP THE INTERACTIVE PLAY OF PRE-SCHOOL CHILDREN.” 2014. Web. 15 Jul 2019.

Vancouver:

Pierce K. AN EVALUATION OF THE EFFECTIVENESS OF PLAY BANK – A PEER-MEDIATED APPROACH TO DEVELOP THE INTERACTIVE PLAY OF PRE-SCHOOL CHILDREN. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:232446.

Council of Science Editors:

Pierce K. AN EVALUATION OF THE EFFECTIVENESS OF PLAY BANK – A PEER-MEDIATED APPROACH TO DEVELOP THE INTERACTIVE PLAY OF PRE-SCHOOL CHILDREN. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:232446


University of Manchester

20. Hughes, Catherine. Kinship Care: How is the role perceived? What are the specific difficulties and support needs?.

Degree: 2014, University of Manchester

 Many countries have seen an increase in the last 20 years in the number of children cared for by their Grandparents (Edwards & Sweeney, 2007;… (more)

Subjects/Keywords: Kinship care; Support; Positive Youth Development

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APA (6th Edition):

Hughes, C. (2014). Kinship Care: How is the role perceived? What are the specific difficulties and support needs?. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:218284

Chicago Manual of Style (16th Edition):

Hughes, Catherine. “Kinship Care: How is the role perceived? What are the specific difficulties and support needs?.” 2014. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:218284.

MLA Handbook (7th Edition):

Hughes, Catherine. “Kinship Care: How is the role perceived? What are the specific difficulties and support needs?.” 2014. Web. 15 Jul 2019.

Vancouver:

Hughes C. Kinship Care: How is the role perceived? What are the specific difficulties and support needs?. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:218284.

Council of Science Editors:

Hughes C. Kinship Care: How is the role perceived? What are the specific difficulties and support needs?. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:218284


University of Manchester

21. Laverack, Michelle. An exploratory investigation into children’s concept of well-being, from a developmental perspective.

Degree: 2015, University of Manchester

Background: There is a considerable body of research linking child well-being with future outcomes for children. In recent years monitoring and promoting child well-being has… (more)

Subjects/Keywords: well-being; quality of life; life satisfaction; happiness; children's views; child voice; children's perspectives

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APA (6th Edition):

Laverack, M. (2015). An exploratory investigation into children’s concept of well-being, from a developmental perspective. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270282

Chicago Manual of Style (16th Edition):

Laverack, Michelle. “An exploratory investigation into children’s concept of well-being, from a developmental perspective.” 2015. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270282.

MLA Handbook (7th Edition):

Laverack, Michelle. “An exploratory investigation into children’s concept of well-being, from a developmental perspective.” 2015. Web. 15 Jul 2019.

Vancouver:

Laverack M. An exploratory investigation into children’s concept of well-being, from a developmental perspective. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270282.

Council of Science Editors:

Laverack M. An exploratory investigation into children’s concept of well-being, from a developmental perspective. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270282


University of Manchester

22. Bennett-Warne, Anita. An Exploratory Study of the Experiences ofYear 7 pupils with Autistic Spectrum Conditions(ASC) on Transition to Mainstream SecondarySchool.

Degree: 2015, University of Manchester

 The majority of children with ASC are educated within a mainstream secondarysetting. The challenges within the new environment may lead to some childrenexperiencing a breakdown… (more)

Subjects/Keywords: Transition to mainstream secondary school;

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APA (6th Edition):

Bennett-Warne, A. (2015). An Exploratory Study of the Experiences ofYear 7 pupils with Autistic Spectrum Conditions(ASC) on Transition to Mainstream SecondarySchool. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275410

Chicago Manual of Style (16th Edition):

Bennett-Warne, Anita. “An Exploratory Study of the Experiences ofYear 7 pupils with Autistic Spectrum Conditions(ASC) on Transition to Mainstream SecondarySchool.” 2015. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275410.

MLA Handbook (7th Edition):

Bennett-Warne, Anita. “An Exploratory Study of the Experiences ofYear 7 pupils with Autistic Spectrum Conditions(ASC) on Transition to Mainstream SecondarySchool.” 2015. Web. 15 Jul 2019.

Vancouver:

Bennett-Warne A. An Exploratory Study of the Experiences ofYear 7 pupils with Autistic Spectrum Conditions(ASC) on Transition to Mainstream SecondarySchool. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275410.

Council of Science Editors:

Bennett-Warne A. An Exploratory Study of the Experiences ofYear 7 pupils with Autistic Spectrum Conditions(ASC) on Transition to Mainstream SecondarySchool. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275410


University of Manchester

23. Schulze, Joanne Elizabeth. Exploring educational psychologists' views of social justice.

Degree: 2017, University of Manchester

 The social justice agenda is currently at the foreground of political consciousness and the idea of 'social justice' has penetrated the discipline of psychology, specifically… (more)

Subjects/Keywords: social justice; educational psychology; school psychology; children; young people

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APA (6th Edition):

Schulze, J. E. (2017). Exploring educational psychologists' views of social justice. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:311832

Chicago Manual of Style (16th Edition):

Schulze, Joanne Elizabeth. “Exploring educational psychologists' views of social justice.” 2017. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:311832.

MLA Handbook (7th Edition):

Schulze, Joanne Elizabeth. “Exploring educational psychologists' views of social justice.” 2017. Web. 15 Jul 2019.

Vancouver:

Schulze JE. Exploring educational psychologists' views of social justice. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:311832.

Council of Science Editors:

Schulze JE. Exploring educational psychologists' views of social justice. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:311832


University of Manchester

24. Flitcroft, Deborah. Impact of teachers’ behaviours on student motivation and exam performance.

Degree: 2016, University of Manchester

 Student motivation is a significant concept as school teachers need to be able to mobilise students to work towards success in examinations. This thesis investigated… (more)

Subjects/Keywords: student motivation; teacher behaviour; teacher language; examination performance; teachers as researchers

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APA (6th Edition):

Flitcroft, D. (2016). Impact of teachers’ behaviours on student motivation and exam performance. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302872

Chicago Manual of Style (16th Edition):

Flitcroft, Deborah. “Impact of teachers’ behaviours on student motivation and exam performance.” 2016. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302872.

MLA Handbook (7th Edition):

Flitcroft, Deborah. “Impact of teachers’ behaviours on student motivation and exam performance.” 2016. Web. 15 Jul 2019.

Vancouver:

Flitcroft D. Impact of teachers’ behaviours on student motivation and exam performance. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302872.

Council of Science Editors:

Flitcroft D. Impact of teachers’ behaviours on student motivation and exam performance. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302872


University of Manchester

25. 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 July 15, 2019. 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. 15 Jul 2019.

Vancouver:

Winward V. Educational psychologists' changing role and distinctive contribution within the context of commissioned services. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Jul 15]. 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

26. 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 July 15, 2019. 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. 15 Jul 2019.

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 2019 Jul 15]. 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

27. Buck, Robert James. An Investigation of Attentional Bias in Test Anxiety.

Degree: 2018, University of Manchester

 Test anxiety is an individual personality trait, which results in elevated state anxiety in situations of performance evaluation. For school-age children, high-stakes examinations occurring at… (more)

Subjects/Keywords: Test Anxiety; Attentional Bias; Dot Probe; Exam Stress; Trier Social Stress Test

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APA (6th Edition):

Buck, R. J. (2018). An Investigation of Attentional Bias in Test Anxiety. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313756

Chicago Manual of Style (16th Edition):

Buck, Robert James. “An Investigation of Attentional Bias in Test Anxiety.” 2018. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313756.

MLA Handbook (7th Edition):

Buck, Robert James. “An Investigation of Attentional Bias in Test Anxiety.” 2018. Web. 15 Jul 2019.

Vancouver:

Buck RJ. An Investigation of Attentional Bias in Test Anxiety. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313756.

Council of Science Editors:

Buck RJ. An Investigation of Attentional Bias in Test Anxiety. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313756


University of Manchester

28. Greer, Joanne. 'GLEANING THE GRAIN FROM THE THRESHING-FLOOR IN THE MIDST OF A STORM’ - AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS OF EDUCATIONAL PSYCHOLOGISTS’ EXPERIENCE OF WORKING AS EXPERT WITNESSES IN THE FAMILY COURT.

Degree: 2018, University of Manchester

 The aim of this research was to explore the lived experience of educational psychologists (EPs) working as expert witnesses in the family court and to… (more)

Subjects/Keywords: expert witness; role of the educational psychologist; scientist practitioner; IPA

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APA (6th Edition):

Greer, J. (2018). 'GLEANING THE GRAIN FROM THE THRESHING-FLOOR IN THE MIDST OF A STORM’ - AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS OF EDUCATIONAL PSYCHOLOGISTS’ EXPERIENCE OF WORKING AS EXPERT WITNESSES IN THE FAMILY COURT. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315432

Chicago Manual of Style (16th Edition):

Greer, Joanne. “'GLEANING THE GRAIN FROM THE THRESHING-FLOOR IN THE MIDST OF A STORM’ - AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS OF EDUCATIONAL PSYCHOLOGISTS’ EXPERIENCE OF WORKING AS EXPERT WITNESSES IN THE FAMILY COURT.” 2018. Doctoral Dissertation, University of Manchester. Accessed July 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315432.

MLA Handbook (7th Edition):

Greer, Joanne. “'GLEANING THE GRAIN FROM THE THRESHING-FLOOR IN THE MIDST OF A STORM’ - AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS OF EDUCATIONAL PSYCHOLOGISTS’ EXPERIENCE OF WORKING AS EXPERT WITNESSES IN THE FAMILY COURT.” 2018. Web. 15 Jul 2019.

Vancouver:

Greer J. 'GLEANING THE GRAIN FROM THE THRESHING-FLOOR IN THE MIDST OF A STORM’ - AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS OF EDUCATIONAL PSYCHOLOGISTS’ EXPERIENCE OF WORKING AS EXPERT WITNESSES IN THE FAMILY COURT. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2019 Jul 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315432.

Council of Science Editors:

Greer J. 'GLEANING THE GRAIN FROM THE THRESHING-FLOOR IN THE MIDST OF A STORM’ - AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS OF EDUCATIONAL PSYCHOLOGISTS’ EXPERIENCE OF WORKING AS EXPERT WITNESSES IN THE FAMILY COURT. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:315432


University of Manchester

29. 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 July 15, 2019. 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. 15 Jul 2019.

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 2019 Jul 15]. 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

30. 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 July 15, 2019. 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. 15 Jul 2019.

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 2019 Jul 15]. 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

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