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You searched for publisher:"UCL Institute of Education (IOE)". Showing records 1 – 30 of 1180 total matches.

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1. Kim, Amie. The media generation gap between teachers and students in Korea.

Degree: PhD, 2013, UCL Institute of Education (IOE)

 Many popular discourses describe today's young people as the 'digital generation', who are completely different from adults in their ways of thinking, working and living… (more)

Subjects/Keywords: 371.33

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APA (6th Edition):

Kim, A. (2013). The media generation gap between teachers and students in Korea. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20013/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630839

Chicago Manual of Style (16th Edition):

Kim, Amie. “The media generation gap between teachers and students in Korea.” 2013. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20013/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630839.

MLA Handbook (7th Edition):

Kim, Amie. “The media generation gap between teachers and students in Korea.” 2013. Web. 12 Jul 2020.

Vancouver:

Kim A. The media generation gap between teachers and students in Korea. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2013. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20013/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630839.

Council of Science Editors:

Kim A. The media generation gap between teachers and students in Korea. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2013. Available from: http://eprints.ioe.ac.uk/20013/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630839

2. Alfadhel, Nooreya Mohamed. Pushing boundaries : exit and voice in Saudi mothers' school choice.

Degree: Thesis (EdD), 2012, UCL Institute of Education (IOE)

 This study investigates the experiences and perceptions of Saudi mothers when they choose a school for their children in a time of changing political, cultural,… (more)

Subjects/Keywords: 379.11109538

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APA (6th Edition):

Alfadhel, N. M. (2012). Pushing boundaries : exit and voice in Saudi mothers' school choice. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20706/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572967

Chicago Manual of Style (16th Edition):

Alfadhel, Nooreya Mohamed. “Pushing boundaries : exit and voice in Saudi mothers' school choice.” 2012. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20706/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572967.

MLA Handbook (7th Edition):

Alfadhel, Nooreya Mohamed. “Pushing boundaries : exit and voice in Saudi mothers' school choice.” 2012. Web. 12 Jul 2020.

Vancouver:

Alfadhel NM. Pushing boundaries : exit and voice in Saudi mothers' school choice. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2012. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20706/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572967.

Council of Science Editors:

Alfadhel NM. Pushing boundaries : exit and voice in Saudi mothers' school choice. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2012. Available from: http://eprints.ioe.ac.uk/20706/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572967

3. Hoyne, Bebhinn. Understanding, identifying and supporting children and young people with selective mutism (SM) : perspectives and experiences of key stakeholders.

Degree: Thesis (D.Ed.Psy.), 2014, UCL Institute of Education (IOE)

 Informed by Bronfenbrenner’s (1979) eco-systemic model of development, the current research sought to explore how children and young people with selective mutism are understood, identified… (more)

Subjects/Keywords: 370.15; Psychology and Human Development

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APA (6th Edition):

Hoyne, B. (2014). Understanding, identifying and supporting children and young people with selective mutism (SM) : perspectives and experiences of key stakeholders. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/21825/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647703

Chicago Manual of Style (16th Edition):

Hoyne, Bebhinn. “Understanding, identifying and supporting children and young people with selective mutism (SM) : perspectives and experiences of key stakeholders.” 2014. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/21825/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647703.

MLA Handbook (7th Edition):

Hoyne, Bebhinn. “Understanding, identifying and supporting children and young people with selective mutism (SM) : perspectives and experiences of key stakeholders.” 2014. Web. 12 Jul 2020.

Vancouver:

Hoyne B. Understanding, identifying and supporting children and young people with selective mutism (SM) : perspectives and experiences of key stakeholders. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2014. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/21825/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647703.

Council of Science Editors:

Hoyne B. Understanding, identifying and supporting children and young people with selective mutism (SM) : perspectives and experiences of key stakeholders. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2014. Available from: http://eprints.ioe.ac.uk/21825/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647703

4. Betzel, Anne. A discursive analysis of education policy documentation under the Conservative Liberal Government in England.

Degree: PhD, 2013, UCL Institute of Education (IOE)

 This thesis discusses the relationship between education policy under the UK liberal conservative coalition government and neoliberal discourse. The thesis argues that neoliberal discourse provides… (more)

Subjects/Keywords: 379.41

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APA (6th Edition):

Betzel, A. (2013). A discursive analysis of education policy documentation under the Conservative Liberal Government in England. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20728/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576975

Chicago Manual of Style (16th Edition):

Betzel, Anne. “A discursive analysis of education policy documentation under the Conservative Liberal Government in England.” 2013. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20728/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576975.

MLA Handbook (7th Edition):

Betzel, Anne. “A discursive analysis of education policy documentation under the Conservative Liberal Government in England.” 2013. Web. 12 Jul 2020.

Vancouver:

Betzel A. A discursive analysis of education policy documentation under the Conservative Liberal Government in England. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2013. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20728/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576975.

Council of Science Editors:

Betzel A. A discursive analysis of education policy documentation under the Conservative Liberal Government in England. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2013. Available from: http://eprints.ioe.ac.uk/20728/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576975

5. Charman, Helen. The productive eye : conceptualising learning in the Design Museum.

Degree: PhD, 2011, UCL Institute of Education (IOE)

 My thesis explores accounts of learning about design enabled through visits to exhibitions at the Design Museum, London, and drawn from purposive samples of adult… (more)

Subjects/Keywords: 371.3

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APA (6th Edition):

Charman, H. (2011). The productive eye : conceptualising learning in the Design Museum. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/6501/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534804

Chicago Manual of Style (16th Edition):

Charman, Helen. “The productive eye : conceptualising learning in the Design Museum.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/6501/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534804.

MLA Handbook (7th Edition):

Charman, Helen. “The productive eye : conceptualising learning in the Design Museum.” 2011. Web. 12 Jul 2020.

Vancouver:

Charman H. The productive eye : conceptualising learning in the Design Museum. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/6501/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534804.

Council of Science Editors:

Charman H. The productive eye : conceptualising learning in the Design Museum. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/6501/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534804

6. McIntosh, Kathryn L. Sacred and secular leadership discourses : interpreting the leadership of evangelical Christian school leaders.

Degree: Thesis (EdD), 2013, UCL Institute of Education (IOE)

 The research enquiry for this thesis, from an insider/outsider position, is a deeply held reflection of personal values, convictions and professional experiences stemming from the… (more)

Subjects/Keywords: 371.2012

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APA (6th Edition):

McIntosh, K. L. (2013). Sacred and secular leadership discourses : interpreting the leadership of evangelical Christian school leaders. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20762/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576947

Chicago Manual of Style (16th Edition):

McIntosh, Kathryn L. “Sacred and secular leadership discourses : interpreting the leadership of evangelical Christian school leaders.” 2013. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20762/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576947.

MLA Handbook (7th Edition):

McIntosh, Kathryn L. “Sacred and secular leadership discourses : interpreting the leadership of evangelical Christian school leaders.” 2013. Web. 12 Jul 2020.

Vancouver:

McIntosh KL. Sacred and secular leadership discourses : interpreting the leadership of evangelical Christian school leaders. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2013. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20762/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576947.

Council of Science Editors:

McIntosh KL. Sacred and secular leadership discourses : interpreting the leadership of evangelical Christian school leaders. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2013. Available from: http://eprints.ioe.ac.uk/20762/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576947

7. Sharma, Shilpa. Why the development of character should be a central aim of school education.

Degree: PhD, 2011, UCL Institute of Education (IOE)

 What is character and what should its place be in school education? This thesis examines these two fundamental questions, contending ultimately, that character ought to… (more)

Subjects/Keywords: 370.11

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APA (6th Edition):

Sharma, S. (2011). Why the development of character should be a central aim of school education. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19991/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630827

Chicago Manual of Style (16th Edition):

Sharma, Shilpa. “Why the development of character should be a central aim of school education.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/19991/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630827.

MLA Handbook (7th Edition):

Sharma, Shilpa. “Why the development of character should be a central aim of school education.” 2011. Web. 12 Jul 2020.

Vancouver:

Sharma S. Why the development of character should be a central aim of school education. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/19991/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630827.

Council of Science Editors:

Sharma S. Why the development of character should be a central aim of school education. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/19991/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630827

8. Cage, Eilidh Alison. Mechanisms of social influence : reputation management in typical and autistic individuals.

Degree: PhD, 2015, UCL Institute of Education (IOE)

 Other people greatly influence behaviour – a phenomenon known as social influence. One reason people change their behaviour when others are present is to manage… (more)

Subjects/Keywords: 618.92; Psychology and Human Development

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APA (6th Edition):

Cage, E. A. (2015). Mechanisms of social influence : reputation management in typical and autistic individuals. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/21751/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646154

Chicago Manual of Style (16th Edition):

Cage, Eilidh Alison. “Mechanisms of social influence : reputation management in typical and autistic individuals.” 2015. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/21751/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646154.

MLA Handbook (7th Edition):

Cage, Eilidh Alison. “Mechanisms of social influence : reputation management in typical and autistic individuals.” 2015. Web. 12 Jul 2020.

Vancouver:

Cage EA. Mechanisms of social influence : reputation management in typical and autistic individuals. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2015. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/21751/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646154.

Council of Science Editors:

Cage EA. Mechanisms of social influence : reputation management in typical and autistic individuals. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2015. Available from: http://eprints.ioe.ac.uk/21751/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646154

9. Liu, Shuiyun. Impact of the quality assessment of undergraduate education on university change in China.

Degree: PhD, 2011, UCL Institute of Education (IOE)

 This research analyses a higher education quality assessment scheme in China: the Quality Assessment of Undergraduate Education (QAUE) scheme. It seeks to find out the… (more)

Subjects/Keywords: 378.1

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APA (6th Edition):

Liu, S. (2011). Impact of the quality assessment of undergraduate education on university change in China. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19978/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549533

Chicago Manual of Style (16th Edition):

Liu, Shuiyun. “Impact of the quality assessment of undergraduate education on university change in China.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/19978/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549533.

MLA Handbook (7th Edition):

Liu, Shuiyun. “Impact of the quality assessment of undergraduate education on university change in China.” 2011. Web. 12 Jul 2020.

Vancouver:

Liu S. Impact of the quality assessment of undergraduate education on university change in China. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/19978/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549533.

Council of Science Editors:

Liu S. Impact of the quality assessment of undergraduate education on university change in China. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/19978/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549533

10. Bermingham, Desmond. The interaction between a global education initiative and the national policy process in two low income countries : a comparative country case study of the Education for All Fast Track Initiative (FTI) in Rwanda and Ethiopia.

Degree: Thesis (EdD), 2012, UCL Institute of Education (IOE)

 This report presents the findings of a comparative case study of the Education for All Fast Track Initiative (FTI) in Rwanda and Ethiopia. The research… (more)

Subjects/Keywords: 379.63

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APA (6th Edition):

Bermingham, D. (2012). The interaction between a global education initiative and the national policy process in two low income countries : a comparative country case study of the Education for All Fast Track Initiative (FTI) in Rwanda and Ethiopia. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20011/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573043

Chicago Manual of Style (16th Edition):

Bermingham, Desmond. “The interaction between a global education initiative and the national policy process in two low income countries : a comparative country case study of the Education for All Fast Track Initiative (FTI) in Rwanda and Ethiopia.” 2012. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20011/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573043.

MLA Handbook (7th Edition):

Bermingham, Desmond. “The interaction between a global education initiative and the national policy process in two low income countries : a comparative country case study of the Education for All Fast Track Initiative (FTI) in Rwanda and Ethiopia.” 2012. Web. 12 Jul 2020.

Vancouver:

Bermingham D. The interaction between a global education initiative and the national policy process in two low income countries : a comparative country case study of the Education for All Fast Track Initiative (FTI) in Rwanda and Ethiopia. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2012. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20011/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573043.

Council of Science Editors:

Bermingham D. The interaction between a global education initiative and the national policy process in two low income countries : a comparative country case study of the Education for All Fast Track Initiative (FTI) in Rwanda and Ethiopia. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2012. Available from: http://eprints.ioe.ac.uk/20011/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573043

11. Chen, Peng-Fei. The Analects of Confucius and the development of middle childhood in Taiwanese schools.

Degree: PhD, 2012, UCL Institute of Education (IOE)

 In earlier days, the main guiding principle in Taiwanese education was Confucian ethics, which arguably also provides a strong and culturally resonant context for stimulating… (more)

Subjects/Keywords: 181

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APA (6th Edition):

Chen, P. (2012). The Analects of Confucius and the development of middle childhood in Taiwanese schools. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20006/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630836

Chicago Manual of Style (16th Edition):

Chen, Peng-Fei. “The Analects of Confucius and the development of middle childhood in Taiwanese schools.” 2012. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20006/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630836.

MLA Handbook (7th Edition):

Chen, Peng-Fei. “The Analects of Confucius and the development of middle childhood in Taiwanese schools.” 2012. Web. 12 Jul 2020.

Vancouver:

Chen P. The Analects of Confucius and the development of middle childhood in Taiwanese schools. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2012. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20006/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630836.

Council of Science Editors:

Chen P. The Analects of Confucius and the development of middle childhood in Taiwanese schools. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2012. Available from: http://eprints.ioe.ac.uk/20006/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630836

12. Pontual da Rocha Falcão, Taciana. Discovery learning with tangible technologies : the case of children with intellectual disabilities.

Degree: PhD, 2014, UCL Institute of Education (IOE)

 Intellectual disabilities cause significant sub – ‐average achievement in learning, with difficulties in perception, attention, communication of ideas, language acquisition, abstraction and generalisation. From a socio –… (more)

Subjects/Keywords: 371.9; Culture, Communication and Media

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APA (6th Edition):

Pontual da Rocha Falcão, T. (2014). Discovery learning with tangible technologies : the case of children with intellectual disabilities. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/21669/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.643031

Chicago Manual of Style (16th Edition):

Pontual da Rocha Falcão, Taciana. “Discovery learning with tangible technologies : the case of children with intellectual disabilities.” 2014. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/21669/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.643031.

MLA Handbook (7th Edition):

Pontual da Rocha Falcão, Taciana. “Discovery learning with tangible technologies : the case of children with intellectual disabilities.” 2014. Web. 12 Jul 2020.

Vancouver:

Pontual da Rocha Falcão T. Discovery learning with tangible technologies : the case of children with intellectual disabilities. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2014. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/21669/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.643031.

Council of Science Editors:

Pontual da Rocha Falcão T. Discovery learning with tangible technologies : the case of children with intellectual disabilities. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2014. Available from: http://eprints.ioe.ac.uk/21669/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.643031

13. Tan, Puay Inn Justina. Traversing the border : a tale of seven novice teachers.

Degree: Thesis (EdD), 2012, UCL Institute of Education (IOE)

 The purpose of this study is two-fold: to examine how new teachers, first and second career teachers in Singapore, are socialised into teaching; and to… (more)

Subjects/Keywords: 371.1

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APA (6th Edition):

Tan, P. I. J. (2012). Traversing the border : a tale of seven novice teachers. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20721/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573028

Chicago Manual of Style (16th Edition):

Tan, Puay Inn Justina. “Traversing the border : a tale of seven novice teachers.” 2012. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20721/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573028.

MLA Handbook (7th Edition):

Tan, Puay Inn Justina. “Traversing the border : a tale of seven novice teachers.” 2012. Web. 12 Jul 2020.

Vancouver:

Tan PIJ. Traversing the border : a tale of seven novice teachers. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2012. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20721/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573028.

Council of Science Editors:

Tan PIJ. Traversing the border : a tale of seven novice teachers. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2012. Available from: http://eprints.ioe.ac.uk/20721/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573028

14. Chiu, Hazel Lai Wan. Grammar teaching concepts and practice in the task-based secondary English curriculum of Hong Kong.

Degree: PhD, 2011, UCL Institute of Education (IOE)

 Grammar has often been a topic which receives attention in the English Language curricula of Hong Kong schools, irrespective of what teaching approaches are being… (more)

Subjects/Keywords: 371.3

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APA (6th Edition):

Chiu, H. L. W. (2011). Grammar teaching concepts and practice in the task-based secondary English curriculum of Hong Kong. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/7359/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538562

Chicago Manual of Style (16th Edition):

Chiu, Hazel Lai Wan. “Grammar teaching concepts and practice in the task-based secondary English curriculum of Hong Kong.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/7359/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538562.

MLA Handbook (7th Edition):

Chiu, Hazel Lai Wan. “Grammar teaching concepts and practice in the task-based secondary English curriculum of Hong Kong.” 2011. Web. 12 Jul 2020.

Vancouver:

Chiu HLW. Grammar teaching concepts and practice in the task-based secondary English curriculum of Hong Kong. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/7359/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538562.

Council of Science Editors:

Chiu HLW. Grammar teaching concepts and practice in the task-based secondary English curriculum of Hong Kong. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/7359/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538562

15. Deane, Helen A. Black and minority ethnic (BME) staff progression : a leadership succession crisis in further education and sixth form colleges.

Degree: Thesis (EdD), 2013, UCL Institute of Education (IOE)

 Further Education and Sixth Form Colleges in the Learning and Skills Sector have made considerable strides in working with learners from diverse backgrounds, have a… (more)

Subjects/Keywords: 371.14

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APA (6th Edition):

Deane, H. A. (2013). Black and minority ethnic (BME) staff progression : a leadership succession crisis in further education and sixth form colleges. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20737/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573009

Chicago Manual of Style (16th Edition):

Deane, Helen A. “Black and minority ethnic (BME) staff progression : a leadership succession crisis in further education and sixth form colleges.” 2013. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20737/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573009.

MLA Handbook (7th Edition):

Deane, Helen A. “Black and minority ethnic (BME) staff progression : a leadership succession crisis in further education and sixth form colleges.” 2013. Web. 12 Jul 2020.

Vancouver:

Deane HA. Black and minority ethnic (BME) staff progression : a leadership succession crisis in further education and sixth form colleges. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2013. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20737/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573009.

Council of Science Editors:

Deane HA. Black and minority ethnic (BME) staff progression : a leadership succession crisis in further education and sixth form colleges. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2013. Available from: http://eprints.ioe.ac.uk/20737/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573009

16. Willows, Sarah Anne. Understanding professional identities : a study of primary head teachers.

Degree: Thesis (EdD), 2012, UCL Institute of Education (IOE)

 The purpose of this thesis is to gain new insights into the professional identities of the primary head teacher in England today. The specific focus… (more)

Subjects/Keywords: 372.12012

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APA (6th Edition):

Willows, S. A. (2012). Understanding professional identities : a study of primary head teachers. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20723/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573070

Chicago Manual of Style (16th Edition):

Willows, Sarah Anne. “Understanding professional identities : a study of primary head teachers.” 2012. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20723/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573070.

MLA Handbook (7th Edition):

Willows, Sarah Anne. “Understanding professional identities : a study of primary head teachers.” 2012. Web. 12 Jul 2020.

Vancouver:

Willows SA. Understanding professional identities : a study of primary head teachers. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2012. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20723/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573070.

Council of Science Editors:

Willows SA. Understanding professional identities : a study of primary head teachers. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2012. Available from: http://eprints.ioe.ac.uk/20723/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573070

17. Butterley, Ingrid. Reading cultures : a study of the reading experiences of bilingual students and their parents/carers.

Degree: Thesis (EdD), 2011, UCL Institute of Education (IOE)

 This small-scale qualitative study is set in three primary schools in one Inner London borough. In this study I have investigated the motivations and interests… (more)

Subjects/Keywords: 371.9

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APA (6th Edition):

Butterley, I. (2011). Reading cultures : a study of the reading experiences of bilingual students and their parents/carers. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/7341/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536532

Chicago Manual of Style (16th Edition):

Butterley, Ingrid. “Reading cultures : a study of the reading experiences of bilingual students and their parents/carers.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/7341/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536532.

MLA Handbook (7th Edition):

Butterley, Ingrid. “Reading cultures : a study of the reading experiences of bilingual students and their parents/carers.” 2011. Web. 12 Jul 2020.

Vancouver:

Butterley I. Reading cultures : a study of the reading experiences of bilingual students and their parents/carers. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/7341/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536532.

Council of Science Editors:

Butterley I. Reading cultures : a study of the reading experiences of bilingual students and their parents/carers. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/7341/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536532

18. Okur-Guner, Zeynep. Benefits of a befriending programme for institutionalised children's socioemotional development.

Degree: PhD, 2013, UCL Institute of Education (IOE)

 This research investigated the implementation and the impacts of a befriending scheme on the socio-emotional, and behavioural development of children who were living in residential… (more)

Subjects/Keywords: 371.7

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APA (6th Edition):

Okur-Guner, Z. (2013). Benefits of a befriending programme for institutionalised children's socioemotional development. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20736/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572948

Chicago Manual of Style (16th Edition):

Okur-Guner, Zeynep. “Benefits of a befriending programme for institutionalised children's socioemotional development.” 2013. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20736/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572948.

MLA Handbook (7th Edition):

Okur-Guner, Zeynep. “Benefits of a befriending programme for institutionalised children's socioemotional development.” 2013. Web. 12 Jul 2020.

Vancouver:

Okur-Guner Z. Benefits of a befriending programme for institutionalised children's socioemotional development. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2013. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20736/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572948.

Council of Science Editors:

Okur-Guner Z. Benefits of a befriending programme for institutionalised children's socioemotional development. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2013. Available from: http://eprints.ioe.ac.uk/20736/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572948

19. Ogden, Vanessa J. Making sense of policy in London secondary education : what can be learned from the London Challenge?.

Degree: Thesis (EdD), 2012, UCL Institute of Education (IOE)

 This thesis presents an examination of the policy process in education, focusing on the London Challenge as an exemplifying case study. The policy problem of… (more)

Subjects/Keywords: 373.421

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APA (6th Edition):

Ogden, V. J. (2012). Making sense of policy in London secondary education : what can be learned from the London Challenge?. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20696/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572998

Chicago Manual of Style (16th Edition):

Ogden, Vanessa J. “Making sense of policy in London secondary education : what can be learned from the London Challenge?.” 2012. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20696/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572998.

MLA Handbook (7th Edition):

Ogden, Vanessa J. “Making sense of policy in London secondary education : what can be learned from the London Challenge?.” 2012. Web. 12 Jul 2020.

Vancouver:

Ogden VJ. Making sense of policy in London secondary education : what can be learned from the London Challenge?. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2012. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20696/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572998.

Council of Science Editors:

Ogden VJ. Making sense of policy in London secondary education : what can be learned from the London Challenge?. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2012. Available from: http://eprints.ioe.ac.uk/20696/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572998

20. Mukherjee, Arundhati. A critical analysis to explore the extent to which cases of asynchronous online discussions support collaborative learning.

Degree: PhD, 2011, UCL Institute of Education (IOE)

 There is such a wide variety of uses of this term 'collaborative learning' inside each academic field, and a fortiori, across the fields (Dillenbourg, 1999).… (more)

Subjects/Keywords: 371.3

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APA (6th Edition):

Mukherjee, A. (2011). A critical analysis to explore the extent to which cases of asynchronous online discussions support collaborative learning. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20604/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549532

Chicago Manual of Style (16th Edition):

Mukherjee, Arundhati. “A critical analysis to explore the extent to which cases of asynchronous online discussions support collaborative learning.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20604/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549532.

MLA Handbook (7th Edition):

Mukherjee, Arundhati. “A critical analysis to explore the extent to which cases of asynchronous online discussions support collaborative learning.” 2011. Web. 12 Jul 2020.

Vancouver:

Mukherjee A. A critical analysis to explore the extent to which cases of asynchronous online discussions support collaborative learning. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20604/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549532.

Council of Science Editors:

Mukherjee A. A critical analysis to explore the extent to which cases of asynchronous online discussions support collaborative learning. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/20604/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549532

21. Stacey, Marie-Noelle. The same destination but different journeys : a comparative study between young gifted linguists and bilinguals which explores the learning, storage and retrieval of lexis.

Degree: PhD, 2014, UCL Institute of Education (IOE)

 Studies in Foreign Language (FL) lexical acquisition have become more specialized since the development of Applied Linguistics. This study is multi-facetted and aims to investigate… (more)

Subjects/Keywords: 370.117; Culture, Communication and Media

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APA (6th Edition):

Stacey, M. (2014). The same destination but different journeys : a comparative study between young gifted linguists and bilinguals which explores the learning, storage and retrieval of lexis. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/21660/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642852

Chicago Manual of Style (16th Edition):

Stacey, Marie-Noelle. “The same destination but different journeys : a comparative study between young gifted linguists and bilinguals which explores the learning, storage and retrieval of lexis.” 2014. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/21660/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642852.

MLA Handbook (7th Edition):

Stacey, Marie-Noelle. “The same destination but different journeys : a comparative study between young gifted linguists and bilinguals which explores the learning, storage and retrieval of lexis.” 2014. Web. 12 Jul 2020.

Vancouver:

Stacey M. The same destination but different journeys : a comparative study between young gifted linguists and bilinguals which explores the learning, storage and retrieval of lexis. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2014. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/21660/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642852.

Council of Science Editors:

Stacey M. The same destination but different journeys : a comparative study between young gifted linguists and bilinguals which explores the learning, storage and retrieval of lexis. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2014. Available from: http://eprints.ioe.ac.uk/21660/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642852

22. Tao, Sharon. Rethinking teacher quality : using the capability approach and critical realism to provide causal explanations for teacher practice in Tanzania.

Degree: PhD, 2013, UCL Institute of Education (IOE)

 In 2002, the Tanzanian government launched the Primary Education Development Plan in order to meet its commitments to global Education For All targets and the… (more)

Subjects/Keywords: 371.009678

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APA (6th Edition):

Tao, S. (2013). Rethinking teacher quality : using the capability approach and critical realism to provide causal explanations for teacher practice in Tanzania. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20761/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572941

Chicago Manual of Style (16th Edition):

Tao, Sharon. “Rethinking teacher quality : using the capability approach and critical realism to provide causal explanations for teacher practice in Tanzania.” 2013. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20761/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572941.

MLA Handbook (7th Edition):

Tao, Sharon. “Rethinking teacher quality : using the capability approach and critical realism to provide causal explanations for teacher practice in Tanzania.” 2013. Web. 12 Jul 2020.

Vancouver:

Tao S. Rethinking teacher quality : using the capability approach and critical realism to provide causal explanations for teacher practice in Tanzania. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2013. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20761/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572941.

Council of Science Editors:

Tao S. Rethinking teacher quality : using the capability approach and critical realism to provide causal explanations for teacher practice in Tanzania. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2013. Available from: http://eprints.ioe.ac.uk/20761/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572941

23. Lemkin, Sarah Judith Katherine. How schools and youth provision support the wellbeing of all young people and lesbian, gay and bisexual young people in particular.

Degree: Thesis (D.Ed.Psy.), 2012, UCL Institute of Education (IOE)

 There is significant evidence of the difficulties experienced by Lesbian, Gay, and Bisexual (LGB) young people and the negative impact of those difficulties. It is… (more)

Subjects/Keywords: 371.8266

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APA (6th Edition):

Lemkin, S. J. K. (2012). How schools and youth provision support the wellbeing of all young people and lesbian, gay and bisexual young people in particular. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20684/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573056

Chicago Manual of Style (16th Edition):

Lemkin, Sarah Judith Katherine. “How schools and youth provision support the wellbeing of all young people and lesbian, gay and bisexual young people in particular.” 2012. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20684/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573056.

MLA Handbook (7th Edition):

Lemkin, Sarah Judith Katherine. “How schools and youth provision support the wellbeing of all young people and lesbian, gay and bisexual young people in particular.” 2012. Web. 12 Jul 2020.

Vancouver:

Lemkin SJK. How schools and youth provision support the wellbeing of all young people and lesbian, gay and bisexual young people in particular. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2012. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20684/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573056.

Council of Science Editors:

Lemkin SJK. How schools and youth provision support the wellbeing of all young people and lesbian, gay and bisexual young people in particular. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2012. Available from: http://eprints.ioe.ac.uk/20684/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573056

24. Ku, Hsiao-Yuh. Education for liberal democracy : Fred Clarke and educational reconstruction in England 1936-1952.

Degree: PhD, 2012, UCL Institute of Education (IOE)

 This thesis explores the connection between the democratic ideas of Fred Clarke (1880-1952), an English educationist, and his contribution to educational reconstruction in England in… (more)

Subjects/Keywords: 353.80941

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APA (6th Edition):

Ku, H. (2012). Education for liberal democracy : Fred Clarke and educational reconstruction in England 1936-1952. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20674/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572950

Chicago Manual of Style (16th Edition):

Ku, Hsiao-Yuh. “Education for liberal democracy : Fred Clarke and educational reconstruction in England 1936-1952.” 2012. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20674/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572950.

MLA Handbook (7th Edition):

Ku, Hsiao-Yuh. “Education for liberal democracy : Fred Clarke and educational reconstruction in England 1936-1952.” 2012. Web. 12 Jul 2020.

Vancouver:

Ku H. Education for liberal democracy : Fred Clarke and educational reconstruction in England 1936-1952. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2012. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20674/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572950.

Council of Science Editors:

Ku H. Education for liberal democracy : Fred Clarke and educational reconstruction in England 1936-1952. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2012. Available from: http://eprints.ioe.ac.uk/20674/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572950

25. Adams, Pauline. Post-war developments in music education : an investigation of music education policy and practice, as implemented within three local education authorities during the period, 1944-1988.

Degree: PhD, 2013, UCL Institute of Education (IOE)

 In recent times there has been a resurgence of interest in the history of music education, which has opened up new opportunities for the re-interpretation… (more)

Subjects/Keywords: 780.7; Humanities and Social Sciences

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APA (6th Edition):

Adams, P. (2013). Post-war developments in music education : an investigation of music education policy and practice, as implemented within three local education authorities during the period, 1944-1988. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/18207/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590884

Chicago Manual of Style (16th Edition):

Adams, Pauline. “Post-war developments in music education : an investigation of music education policy and practice, as implemented within three local education authorities during the period, 1944-1988.” 2013. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/18207/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590884.

MLA Handbook (7th Edition):

Adams, Pauline. “Post-war developments in music education : an investigation of music education policy and practice, as implemented within three local education authorities during the period, 1944-1988.” 2013. Web. 12 Jul 2020.

Vancouver:

Adams P. Post-war developments in music education : an investigation of music education policy and practice, as implemented within three local education authorities during the period, 1944-1988. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2013. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/18207/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590884.

Council of Science Editors:

Adams P. Post-war developments in music education : an investigation of music education policy and practice, as implemented within three local education authorities during the period, 1944-1988. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2013. Available from: http://eprints.ioe.ac.uk/18207/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590884

26. Ashworth, Anna Fiona. Sleep and cognition in children with Down Syndrome and William's Syndrome.

Degree: PhD, 2013, UCL Institute of Education (IOE)

 This thesis provides a novel contribution to cognitive and developmental psychology by investigating the relationship between sleep, behaviour and cognition in 41 healthy typically developing… (more)

Subjects/Keywords: 616.8498

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APA (6th Edition):

Ashworth, A. F. (2013). Sleep and cognition in children with Down Syndrome and William's Syndrome. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20765/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576978

Chicago Manual of Style (16th Edition):

Ashworth, Anna Fiona. “Sleep and cognition in children with Down Syndrome and William's Syndrome.” 2013. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20765/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576978.

MLA Handbook (7th Edition):

Ashworth, Anna Fiona. “Sleep and cognition in children with Down Syndrome and William's Syndrome.” 2013. Web. 12 Jul 2020.

Vancouver:

Ashworth AF. Sleep and cognition in children with Down Syndrome and William's Syndrome. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2013. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20765/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576978.

Council of Science Editors:

Ashworth AF. Sleep and cognition in children with Down Syndrome and William's Syndrome. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2013. Available from: http://eprints.ioe.ac.uk/20765/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576978

27. Sugarman, Sophie. An investigation into parents' attitudes to their children having imaginary companions.

Degree: Thesis (D.Ed.Phys.), 2013, UCL Institute of Education (IOE)

 Imaginary companions (ICs) are a relatively common feature of childhood, yet the views of parents regarding their children's creation of and engagement with ICs are… (more)

Subjects/Keywords: 155.4; Psychology and Human Development

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APA (6th Edition):

Sugarman, S. (2013). An investigation into parents' attitudes to their children having imaginary companions. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/17997/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590874

Chicago Manual of Style (16th Edition):

Sugarman, Sophie. “An investigation into parents' attitudes to their children having imaginary companions.” 2013. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/17997/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590874.

MLA Handbook (7th Edition):

Sugarman, Sophie. “An investigation into parents' attitudes to their children having imaginary companions.” 2013. Web. 12 Jul 2020.

Vancouver:

Sugarman S. An investigation into parents' attitudes to their children having imaginary companions. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2013. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/17997/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590874.

Council of Science Editors:

Sugarman S. An investigation into parents' attitudes to their children having imaginary companions. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2013. Available from: http://eprints.ioe.ac.uk/17997/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590874

28. Cowan, Steven. The growth of public literacy in eighteenth-century England.

Degree: PhD, 2012, UCL Institute of Education (IOE)

 This thesis investigates the extent to which the acquisition of literacy during the eighteenth century arose independently of and thus separately from formal schooling. It… (more)

Subjects/Keywords: 372.6

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

APA (6th Edition):

Cowan, S. (2012). The growth of public literacy in eighteenth-century England. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19999/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549536

Chicago Manual of Style (16th Edition):

Cowan, Steven. “The growth of public literacy in eighteenth-century England.” 2012. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/19999/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549536.

MLA Handbook (7th Edition):

Cowan, Steven. “The growth of public literacy in eighteenth-century England.” 2012. Web. 12 Jul 2020.

Vancouver:

Cowan S. The growth of public literacy in eighteenth-century England. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2012. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/19999/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549536.

Council of Science Editors:

Cowan S. The growth of public literacy in eighteenth-century England. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2012. Available from: http://eprints.ioe.ac.uk/19999/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549536

29. Bubb, Sara. Making a difference : the development of teachers and other school staff.

Degree: PhD, 2012, UCL Institute of Education (IOE)

 This submission comprises an Integrative Statement and four of my publications. They consist of one book, two journal articles and a report, which are listed… (more)

Subjects/Keywords: 371.1

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

APA (6th Edition):

Bubb, S. (2012). Making a difference : the development of teachers and other school staff. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20695/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572986

Chicago Manual of Style (16th Edition):

Bubb, Sara. “Making a difference : the development of teachers and other school staff.” 2012. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/20695/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572986.

MLA Handbook (7th Edition):

Bubb, Sara. “Making a difference : the development of teachers and other school staff.” 2012. Web. 12 Jul 2020.

Vancouver:

Bubb S. Making a difference : the development of teachers and other school staff. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2012. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/20695/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572986.

Council of Science Editors:

Bubb S. Making a difference : the development of teachers and other school staff. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2012. Available from: http://eprints.ioe.ac.uk/20695/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572986

30. Evans, Patrice S. Growing to know : three case studies of minority ethnic boys' constructions of success.

Degree: Thesis (EdD), 2011, UCL Institute of Education (IOE)

 This is a study of pupils' views of success. The views presented are primarily those of three minority ethnic boys, one of Pakistani, the second… (more)

Subjects/Keywords: 370.15

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

APA (6th Edition):

Evans, P. S. (2011). Growing to know : three case studies of minority ethnic boys' constructions of success. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19965/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534796

Chicago Manual of Style (16th Edition):

Evans, Patrice S. “Growing to know : three case studies of minority ethnic boys' constructions of success.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed July 12, 2020. http://eprints.ioe.ac.uk/19965/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534796.

MLA Handbook (7th Edition):

Evans, Patrice S. “Growing to know : three case studies of minority ethnic boys' constructions of success.” 2011. Web. 12 Jul 2020.

Vancouver:

Evans PS. Growing to know : three case studies of minority ethnic boys' constructions of success. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2020 Jul 12]. Available from: http://eprints.ioe.ac.uk/19965/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534796.

Council of Science Editors:

Evans PS. Growing to know : three case studies of minority ethnic boys' constructions of success. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/19965/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534796

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