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You searched for publisher:"UCL Institute of Education (IOE)". Showing records 1 – 30 of 1147 total matches.

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1. Jones, Valerie. An evaluation of PALS (Play and Learning to Socialise) in primary school settings in Ireland.

Degree: Thesis (D.Ed.Psy.), 2010, UCL Institute of Education (IOE)

 Background: Social and emotional competence is an important factor which aids the development of positive peer relationships. Children who present with internalising or externalising behaviour… (more)

Subjects/Keywords: 372.9417

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APA (6th Edition):

Jones, V. (2010). An evaluation of PALS (Play and Learning to Socialise) in primary school settings in Ireland. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19956/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549543

Chicago Manual of Style (16th Edition):

Jones, Valerie. “An evaluation of PALS (Play and Learning to Socialise) in primary school settings in Ireland.” 2010. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19956/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549543.

MLA Handbook (7th Edition):

Jones, Valerie. “An evaluation of PALS (Play and Learning to Socialise) in primary school settings in Ireland.” 2010. Web. 17 Nov 2017.

Vancouver:

Jones V. An evaluation of PALS (Play and Learning to Socialise) in primary school settings in Ireland. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2010. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19956/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549543.

Council of Science Editors:

Jones V. An evaluation of PALS (Play and Learning to Socialise) in primary school settings in Ireland. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2010. Available from: http://eprints.ioe.ac.uk/19956/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549543

2. Friend, Rachel Frances Leonie. The implementation of SEAL (social and emotional aspects of learning) small group work in primary schools.

Degree: Thesis (D.Ed.Psy.), 2011, UCL Institute of Education (IOE)

 Recent years have seen an increase in school-based interventions designed to promote pupils' social and emotional skills (S&ES), the most widely-used of which in the… (more)

Subjects/Keywords: 370.15

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APA (6th Edition):

Friend, R. F. L. (2011). The implementation of SEAL (social and emotional aspects of learning) small group work in primary schools. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19977/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549551

Chicago Manual of Style (16th Edition):

Friend, Rachel Frances Leonie. “The implementation of SEAL (social and emotional aspects of learning) small group work in primary schools.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19977/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549551.

MLA Handbook (7th Edition):

Friend, Rachel Frances Leonie. “The implementation of SEAL (social and emotional aspects of learning) small group work in primary schools.” 2011. Web. 17 Nov 2017.

Vancouver:

Friend RFL. The implementation of SEAL (social and emotional aspects of learning) small group work in primary schools. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19977/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549551.

Council of Science Editors:

Friend RFL. The implementation of SEAL (social and emotional aspects of learning) small group work in primary schools. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/19977/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549551

3. Duncan, Sharon. Teacher negotiation of intercultural education policy in rural Mexico : the implications for educational equity.

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

 This thesis explores the challenges and tensions facing an intercultural education programme, Modalidad Educativa Intercultural para la Poblacion Infantil Migrante, MEIPIM (Intercultural Educational Programme for… (more)

Subjects/Keywords: 370.117

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APA (6th Edition):

Duncan, S. (2012). Teacher negotiation of intercultural education policy in rural Mexico : the implications for educational equity. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19998/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549544

Chicago Manual of Style (16th Edition):

Duncan, Sharon. “Teacher negotiation of intercultural education policy in rural Mexico : the implications for educational equity.” 2012. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19998/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549544.

MLA Handbook (7th Edition):

Duncan, Sharon. “Teacher negotiation of intercultural education policy in rural Mexico : the implications for educational equity.” 2012. Web. 17 Nov 2017.

Vancouver:

Duncan S. Teacher negotiation of intercultural education policy in rural Mexico : the implications for educational equity. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2012. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19998/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549544.

Council of Science Editors:

Duncan S. Teacher negotiation of intercultural education policy in rural Mexico : the implications for educational equity. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2012. Available from: http://eprints.ioe.ac.uk/19998/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549544

4. Papapolydorou, Maria. The role of social capital in students' educational outcomes and school experiences : toward a contextualised understanding.

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

 This PhD thesis investigates the role of social capital in the educational outcomes and school experiences of teenage students. Social capital is mapped in relation… (more)

Subjects/Keywords: 306.43

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APA (6th Edition):

Papapolydorou, M. (2011). The role of social capital in students' educational outcomes and school experiences : toward a contextualised understanding. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19980/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549529

Chicago Manual of Style (16th Edition):

Papapolydorou, Maria. “The role of social capital in students' educational outcomes and school experiences : toward a contextualised understanding.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19980/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549529.

MLA Handbook (7th Edition):

Papapolydorou, Maria. “The role of social capital in students' educational outcomes and school experiences : toward a contextualised understanding.” 2011. Web. 17 Nov 2017.

Vancouver:

Papapolydorou M. The role of social capital in students' educational outcomes and school experiences : toward a contextualised understanding. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19980/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549529.

Council of Science Editors:

Papapolydorou M. The role of social capital in students' educational outcomes and school experiences : toward a contextualised understanding. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/19980/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549529

5. Boorman, Anthony F. Why do some Access to Higher Education students embrace Critical Pedagogy whilst others resist?.

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

 Why do some Access to Higher Education (HE) students embrace Critical Pedagogy (CP) whilst others resist? I have considered this question throughout my time on… (more)

Subjects/Keywords: 378.1

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APA (6th Edition):

Boorman, A. F. (2011). Why do some Access to Higher Education students embrace Critical Pedagogy whilst others resist?. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19981/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549523

Chicago Manual of Style (16th Edition):

Boorman, Anthony F. “Why do some Access to Higher Education students embrace Critical Pedagogy whilst others resist?.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19981/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549523.

MLA Handbook (7th Edition):

Boorman, Anthony F. “Why do some Access to Higher Education students embrace Critical Pedagogy whilst others resist?.” 2011. Web. 17 Nov 2017.

Vancouver:

Boorman AF. Why do some Access to Higher Education students embrace Critical Pedagogy whilst others resist?. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19981/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549523.

Council of Science Editors:

Boorman AF. Why do some Access to Higher Education students embrace Critical Pedagogy whilst others resist?. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/19981/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549523

6. Haihuie, Samuel Songorohuie. Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College.

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

 This thesis explores the pedagogical practices of distance education in Papua New Guinea (PNG) involving adult students as they interact with print media mode of… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Haihuie, S. S. (2011). Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19983/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549548

Chicago Manual of Style (16th Edition):

Haihuie, Samuel Songorohuie. “Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19983/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549548.

MLA Handbook (7th Edition):

Haihuie, Samuel Songorohuie. “Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College.” 2011. Web. 17 Nov 2017.

Vancouver:

Haihuie SS. Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19983/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549548.

Council of Science Editors:

Haihuie SS. Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/19983/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549548

7. Lahav, Sylvia. Interpretation in the art museum : authority and access.

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

 The thesis investigates the rise of wall texts and display captions positioned alongside paintings in Tate Britain between 1987 and 2007 and considers possible reasons… (more)

Subjects/Keywords: 708.9421

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APA (6th Edition):

Lahav, S. (2011). Interpretation in the art museum : authority and access. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19985/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549530

Chicago Manual of Style (16th Edition):

Lahav, Sylvia. “Interpretation in the art museum : authority and access.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19985/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549530.

MLA Handbook (7th Edition):

Lahav, Sylvia. “Interpretation in the art museum : authority and access.” 2011. Web. 17 Nov 2017.

Vancouver:

Lahav S. Interpretation in the art museum : authority and access. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19985/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549530.

Council of Science Editors:

Lahav S. Interpretation in the art museum : authority and access. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/19985/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549530

8. Daly, Caroline. The impact of text-based computer-mediated communication (CMC) on teachers' professional learning (TPL).

Degree: PhD, 2008, UCL Institute of Education (IOE)

 The thesis investigates the impact of text-based computer-mediated communication (CMC) on teachers' professional learning (TPL). It is based on the online discussions conducted by a… (more)

Subjects/Keywords: 370.71

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APA (6th Edition):

Daly, C. (2008). The impact of text-based computer-mediated communication (CMC) on teachers' professional learning (TPL). (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/7367/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535092

Chicago Manual of Style (16th Edition):

Daly, Caroline. “The impact of text-based computer-mediated communication (CMC) on teachers' professional learning (TPL).” 2008. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/7367/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535092.

MLA Handbook (7th Edition):

Daly, Caroline. “The impact of text-based computer-mediated communication (CMC) on teachers' professional learning (TPL).” 2008. Web. 17 Nov 2017.

Vancouver:

Daly C. The impact of text-based computer-mediated communication (CMC) on teachers' professional learning (TPL). [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2008. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/7367/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535092.

Council of Science Editors:

Daly C. The impact of text-based computer-mediated communication (CMC) on teachers' professional learning (TPL). [Doctoral Dissertation]. UCL Institute of Education (IOE); 2008. Available from: http://eprints.ioe.ac.uk/7367/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535092

9. Majors, Karen. Children's imaginary companions and the purposes they serve : an interpretative phenomenological analysis.

Degree: PhD, 2009, UCL Institute of Education (IOE)

 The aims of this research were to explore the characteristics and purposes served by imaginary companions (ICs) featuring in the lives of children from a… (more)

Subjects/Keywords: 155.4

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APA (6th Edition):

Majors, K. (2009). Children's imaginary companions and the purposes they serve : an interpretative phenomenological analysis. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/7424/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534474

Chicago Manual of Style (16th Edition):

Majors, Karen. “Children's imaginary companions and the purposes they serve : an interpretative phenomenological analysis.” 2009. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/7424/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534474.

MLA Handbook (7th Edition):

Majors, Karen. “Children's imaginary companions and the purposes they serve : an interpretative phenomenological analysis.” 2009. Web. 17 Nov 2017.

Vancouver:

Majors K. Children's imaginary companions and the purposes they serve : an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2009. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/7424/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534474.

Council of Science Editors:

Majors K. Children's imaginary companions and the purposes they serve : an interpretative phenomenological analysis. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2009. Available from: http://eprints.ioe.ac.uk/7424/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534474

10. Hamer, Naomi Elana. Reading tween franchises : cross-media practices and the discourses of tween girlhood.

Degree: PhD, 2010, UCL Institute of Education (IOE)

 The 'tween' age group, particularly preadolescent females between the ages of 8 and 12, constitutes a heavily targeted niche for the branding and cross marketing… (more)

Subjects/Keywords: 306

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APA (6th Edition):

Hamer, N. E. (2010). Reading tween franchises : cross-media practices and the discourses of tween girlhood. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/7385/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538569

Chicago Manual of Style (16th Edition):

Hamer, Naomi Elana. “Reading tween franchises : cross-media practices and the discourses of tween girlhood.” 2010. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/7385/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538569.

MLA Handbook (7th Edition):

Hamer, Naomi Elana. “Reading tween franchises : cross-media practices and the discourses of tween girlhood.” 2010. Web. 17 Nov 2017.

Vancouver:

Hamer NE. Reading tween franchises : cross-media practices and the discourses of tween girlhood. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2010. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/7385/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538569.

Council of Science Editors:

Hamer NE. Reading tween franchises : cross-media practices and the discourses of tween girlhood. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2010. Available from: http://eprints.ioe.ac.uk/7385/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538569

11. Ruddock, Daniel Andrew. What factors can contribute to placing young people at risk of exclusion and what support interventions can help to reduce their risk of exclusion?.

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

 School exclusion has profound implications for life chances. Mentoring, alternative provision and anger management groups based on cognitive behavioural therapy are commonly used to improve… (more)

Subjects/Keywords: 371.5

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APA (6th Edition):

Ruddock, D. A. (2011). What factors can contribute to placing young people at risk of exclusion and what support interventions can help to reduce their risk of exclusion?. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19973/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549541

Chicago Manual of Style (16th Edition):

Ruddock, Daniel Andrew. “What factors can contribute to placing young people at risk of exclusion and what support interventions can help to reduce their risk of exclusion?.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19973/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549541.

MLA Handbook (7th Edition):

Ruddock, Daniel Andrew. “What factors can contribute to placing young people at risk of exclusion and what support interventions can help to reduce their risk of exclusion?.” 2011. Web. 17 Nov 2017.

Vancouver:

Ruddock DA. What factors can contribute to placing young people at risk of exclusion and what support interventions can help to reduce their risk of exclusion?. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19973/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549541.

Council of Science Editors:

Ruddock DA. What factors can contribute to placing young people at risk of exclusion and what support interventions can help to reduce their risk of exclusion?. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/19973/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549541

12. Chin, Tan Ying. Insights and lessons from teachers' initial professional learning and collaborative practices in questioning for higher-order scientific discourse in primary science classrooms.

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

 The purpose of this study is to understand the processes of teacher learning and collaboration when teachers are initiated into a professional development programme focusing… (more)

Subjects/Keywords: 372.35

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APA (6th Edition):

Chin, T. Y. (2013). Insights and lessons from teachers' initial professional learning and collaborative practices in questioning for higher-order scientific discourse in primary science classrooms. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20752/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572946

Chicago Manual of Style (16th Edition):

Chin, Tan Ying. “Insights and lessons from teachers' initial professional learning and collaborative practices in questioning for higher-order scientific discourse in primary science classrooms.” 2013. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/20752/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572946.

MLA Handbook (7th Edition):

Chin, Tan Ying. “Insights and lessons from teachers' initial professional learning and collaborative practices in questioning for higher-order scientific discourse in primary science classrooms.” 2013. Web. 17 Nov 2017.

Vancouver:

Chin TY. Insights and lessons from teachers' initial professional learning and collaborative practices in questioning for higher-order scientific discourse in primary science classrooms. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2013. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/20752/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572946.

Council of Science Editors:

Chin TY. Insights and lessons from teachers' initial professional learning and collaborative practices in questioning for higher-order scientific discourse in primary science classrooms. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2013. Available from: http://eprints.ioe.ac.uk/20752/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572946

13. Warwick, Ian Frederick Melvin. Addressing homophobia in three secondary schools in South London.

Degree: Thesis (EdD), 2008, UCL Institute of Education (IOE)

 Schools have a responsibility to prevent all forms of bullying, including that related to sexual orientation. However, to date relatively little is known about how… (more)

Subjects/Keywords: 370.15

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APA (6th Edition):

Warwick, I. F. M. (2008). Addressing homophobia in three secondary schools in South London. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20552/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535086

Chicago Manual of Style (16th Edition):

Warwick, Ian Frederick Melvin. “Addressing homophobia in three secondary schools in South London.” 2008. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/20552/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535086.

MLA Handbook (7th Edition):

Warwick, Ian Frederick Melvin. “Addressing homophobia in three secondary schools in South London.” 2008. Web. 17 Nov 2017.

Vancouver:

Warwick IFM. Addressing homophobia in three secondary schools in South London. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2008. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/20552/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535086.

Council of Science Editors:

Warwick IFM. Addressing homophobia in three secondary schools in South London. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2008. Available from: http://eprints.ioe.ac.uk/20552/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535086

14. Conway, Mary Margaret Kathleen. An exploration of sensitive issues in history teaching at secondary school level in England and Northern Ireland, 1991-2001.

Degree: PhD, 2010, UCL Institute of Education (IOE)

 My thesis explores the teaching of sensitive issues in history at secondary school level in Mid-Ulster in Northern Ireland and Oxford in England between 1991… (more)

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APA (6th Edition):

Conway, M. M. K. (2010). An exploration of sensitive issues in history teaching at secondary school level in England and Northern Ireland, 1991-2001. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20597/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539242

Chicago Manual of Style (16th Edition):

Conway, Mary Margaret Kathleen. “An exploration of sensitive issues in history teaching at secondary school level in England and Northern Ireland, 1991-2001.” 2010. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/20597/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539242.

MLA Handbook (7th Edition):

Conway, Mary Margaret Kathleen. “An exploration of sensitive issues in history teaching at secondary school level in England and Northern Ireland, 1991-2001.” 2010. Web. 17 Nov 2017.

Vancouver:

Conway MMK. An exploration of sensitive issues in history teaching at secondary school level in England and Northern Ireland, 1991-2001. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2010. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/20597/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539242.

Council of Science Editors:

Conway MMK. An exploration of sensitive issues in history teaching at secondary school level in England and Northern Ireland, 1991-2001. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2010. Available from: http://eprints.ioe.ac.uk/20597/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539242

15. Gates, John Fitzgerald. Leadership of changing universities : a case for criticality.

Degree: PhD, 2009, UCL Institute of Education (IOE)

 Contemporary universities are changing universities that function under conditions of uncertainty, even unknowability, to meet often-unclear demands from within and outside their walls. The complexities… (more)

Subjects/Keywords: 378

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APA (6th Edition):

Gates, J. F. (2009). Leadership of changing universities : a case for criticality. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19906/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534886

Chicago Manual of Style (16th Edition):

Gates, John Fitzgerald. “Leadership of changing universities : a case for criticality.” 2009. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19906/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534886.

MLA Handbook (7th Edition):

Gates, John Fitzgerald. “Leadership of changing universities : a case for criticality.” 2009. Web. 17 Nov 2017.

Vancouver:

Gates JF. Leadership of changing universities : a case for criticality. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2009. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19906/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534886.

Council of Science Editors:

Gates JF. Leadership of changing universities : a case for criticality. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2009. Available from: http://eprints.ioe.ac.uk/19906/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534886

16. McCauley, Louise B. An exploration of individual patterns of development of six pre-school children who have recently received a diagnosis of autism and the response of their parents to differing experiences of early support and intervention.

Degree: Thesis (EdD), 2010, UCL Institute of Education (IOE)

 This study explores the individual patterns of development in aspects of cognitive functioning, communication and language skills, social interaction and adaptive behaviour of six pre-school… (more)

Subjects/Keywords: 371.94

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APA (6th Edition):

McCauley, L. B. (2010). An exploration of individual patterns of development of six pre-school children who have recently received a diagnosis of autism and the response of their parents to differing experiences of early support and intervention. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19955/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549537

Chicago Manual of Style (16th Edition):

McCauley, Louise B. “An exploration of individual patterns of development of six pre-school children who have recently received a diagnosis of autism and the response of their parents to differing experiences of early support and intervention.” 2010. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19955/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549537.

MLA Handbook (7th Edition):

McCauley, Louise B. “An exploration of individual patterns of development of six pre-school children who have recently received a diagnosis of autism and the response of their parents to differing experiences of early support and intervention.” 2010. Web. 17 Nov 2017.

Vancouver:

McCauley LB. An exploration of individual patterns of development of six pre-school children who have recently received a diagnosis of autism and the response of their parents to differing experiences of early support and intervention. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2010. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19955/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549537.

Council of Science Editors:

McCauley LB. An exploration of individual patterns of development of six pre-school children who have recently received a diagnosis of autism and the response of their parents to differing experiences of early support and intervention. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2010. Available from: http://eprints.ioe.ac.uk/19955/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549537

17. Repana, Vasiliki. Intercultural schooling in Greece : a study of schooling processes and teaching practices in four urban intercultural primary schools.

Degree: PhD, 2008, UCL Institute of Education (IOE)

 This is a school based ethnographic style inquiry that took place in four intercultural primary schools in a major metropolitan area of Greece and extended… (more)

Subjects/Keywords: 370.9

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APA (6th Edition):

Repana, V. (2008). Intercultural schooling in Greece : a study of schooling processes and teaching practices in four urban intercultural primary schools. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20561/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525500

Chicago Manual of Style (16th Edition):

Repana, Vasiliki. “Intercultural schooling in Greece : a study of schooling processes and teaching practices in four urban intercultural primary schools.” 2008. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/20561/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525500.

MLA Handbook (7th Edition):

Repana, Vasiliki. “Intercultural schooling in Greece : a study of schooling processes and teaching practices in four urban intercultural primary schools.” 2008. Web. 17 Nov 2017.

Vancouver:

Repana V. Intercultural schooling in Greece : a study of schooling processes and teaching practices in four urban intercultural primary schools. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2008. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/20561/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525500.

Council of Science Editors:

Repana V. Intercultural schooling in Greece : a study of schooling processes and teaching practices in four urban intercultural primary schools. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2008. Available from: http://eprints.ioe.ac.uk/20561/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525500

18. Burcham, Catherine Elizabeth. The experience of male adolescent refugees during their transfer and adaptation to a UK secondary school.

Degree: Thesis (D.Ed.Psy.), 2009, UCL Institute of Education (IOE)

 Making a successful transfer to secondary school in the UK has been linked to a range of positive outcomes for refugee children. Yet research investigating… (more)

Subjects/Keywords: 371.826914

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APA (6th Edition):

Burcham, C. E. (2009). The experience of male adolescent refugees during their transfer and adaptation to a UK secondary school. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19926/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551172

Chicago Manual of Style (16th Edition):

Burcham, Catherine Elizabeth. “The experience of male adolescent refugees during their transfer and adaptation to a UK secondary school.” 2009. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19926/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551172.

MLA Handbook (7th Edition):

Burcham, Catherine Elizabeth. “The experience of male adolescent refugees during their transfer and adaptation to a UK secondary school.” 2009. Web. 17 Nov 2017.

Vancouver:

Burcham CE. The experience of male adolescent refugees during their transfer and adaptation to a UK secondary school. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2009. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19926/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551172.

Council of Science Editors:

Burcham CE. The experience of male adolescent refugees during their transfer and adaptation to a UK secondary school. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2009. Available from: http://eprints.ioe.ac.uk/19926/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551172

19. Al-Saraj, Taghreed Mohammed. Exploring foreign language anxiety in Saudi Arabia : a study of female English as foreign language college students.

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

 The goal of the research presented in this thesis is to increase understanding of the experiences (e.g., affective experience, challenges) of female Saudi Arabian students… (more)

Subjects/Keywords: 428.0071

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APA (6th Edition):

Al-Saraj, T. M. (2011). Exploring foreign language anxiety in Saudi Arabia : a study of female English as foreign language college students. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20618/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549550

Chicago Manual of Style (16th Edition):

Al-Saraj, Taghreed Mohammed. “Exploring foreign language anxiety in Saudi Arabia : a study of female English as foreign language college students.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/20618/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549550.

MLA Handbook (7th Edition):

Al-Saraj, Taghreed Mohammed. “Exploring foreign language anxiety in Saudi Arabia : a study of female English as foreign language college students.” 2011. Web. 17 Nov 2017.

Vancouver:

Al-Saraj TM. Exploring foreign language anxiety in Saudi Arabia : a study of female English as foreign language college students. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/20618/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549550.

Council of Science Editors:

Al-Saraj TM. Exploring foreign language anxiety in Saudi Arabia : a study of female English as foreign language college students. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/20618/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549550

20. Arinto, Patricia B. Teaching at a distance in a digital age : perspectives from the Philippines.

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

 This qualitative study examines the pedagogical perspectives and priorities underpinning the course design practices of 10 academics engaged in 'open and distance e-learning' (ODeL) at… (more)

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APA (6th Edition):

Arinto, P. B. (2013). Teaching at a distance in a digital age : perspectives from the Philippines. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20020/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630846

Chicago Manual of Style (16th Edition):

Arinto, Patricia B. “Teaching at a distance in a digital age : perspectives from the Philippines.” 2013. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/20020/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630846.

MLA Handbook (7th Edition):

Arinto, Patricia B. “Teaching at a distance in a digital age : perspectives from the Philippines.” 2013. Web. 17 Nov 2017.

Vancouver:

Arinto PB. Teaching at a distance in a digital age : perspectives from the Philippines. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2013. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/20020/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630846.

Council of Science Editors:

Arinto PB. Teaching at a distance in a digital age : perspectives from the Philippines. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2013. Available from: http://eprints.ioe.ac.uk/20020/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630846

21. Strhan, Anna Harriet Block. 'Bringing me more than I contain' : Levinas, ethical subjectivity and the infinite demands of education.

Degree: PhD, 2010, UCL Institute of Education (IOE)

 Emmanuel Levinas' s reorientation of ethics as preceding ontology and his radical presentation of responsibility, justice, consciousness and knowledge are of clear relevance for education.… (more)

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APA (6th Edition):

Strhan, A. H. B. (2010). 'Bringing me more than I contain' : Levinas, ethical subjectivity and the infinite demands of education. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/6476/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529175

Chicago Manual of Style (16th Edition):

Strhan, Anna Harriet Block. “'Bringing me more than I contain' : Levinas, ethical subjectivity and the infinite demands of education.” 2010. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/6476/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529175.

MLA Handbook (7th Edition):

Strhan, Anna Harriet Block. “'Bringing me more than I contain' : Levinas, ethical subjectivity and the infinite demands of education.” 2010. Web. 17 Nov 2017.

Vancouver:

Strhan AHB. 'Bringing me more than I contain' : Levinas, ethical subjectivity and the infinite demands of education. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2010. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/6476/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529175.

Council of Science Editors:

Strhan AHB. 'Bringing me more than I contain' : Levinas, ethical subjectivity and the infinite demands of education. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2010. Available from: http://eprints.ioe.ac.uk/6476/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529175

22. King, Sarah Elizabeth. Small group times in the nursery setting : a forum for developing children's speech, language and communication?.

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

 The importance of research on the unique nature of the communication supporting environment in nurseries has been heightened by growing evidence of the significance of… (more)

Subjects/Keywords: 155.4; Psychology and Human Development

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APA (6th Edition):

King, S. E. (2013). Small group times in the nursery setting : a forum for developing children's speech, language and communication?. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/18012/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590877

Chicago Manual of Style (16th Edition):

King, Sarah Elizabeth. “Small group times in the nursery setting : a forum for developing children's speech, language and communication?.” 2013. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/18012/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590877.

MLA Handbook (7th Edition):

King, Sarah Elizabeth. “Small group times in the nursery setting : a forum for developing children's speech, language and communication?.” 2013. Web. 17 Nov 2017.

Vancouver:

King SE. Small group times in the nursery setting : a forum for developing children's speech, language and communication?. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2013. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/18012/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590877.

Council of Science Editors:

King SE. Small group times in the nursery setting : a forum for developing children's speech, language and communication?. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2013. Available from: http://eprints.ioe.ac.uk/18012/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590877

23. Armstrong, Thomas James. Journeys to the centre : case studies of German-L1 novice scholars writing for publication in English.

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

 International scientific publication is dominated by high-impact Anglophone journals that account for around 90% of frequently-cited information. The dominance of these journals results in an… (more)

Subjects/Keywords: 505

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APA (6th Edition):

Armstrong, T. J. (2012). Journeys to the centre : case studies of German-L1 novice scholars writing for publication in English. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/20001/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549542

Chicago Manual of Style (16th Edition):

Armstrong, Thomas James. “Journeys to the centre : case studies of German-L1 novice scholars writing for publication in English.” 2012. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/20001/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549542.

MLA Handbook (7th Edition):

Armstrong, Thomas James. “Journeys to the centre : case studies of German-L1 novice scholars writing for publication in English.” 2012. Web. 17 Nov 2017.

Vancouver:

Armstrong TJ. Journeys to the centre : case studies of German-L1 novice scholars writing for publication in English. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2012. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/20001/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549542.

Council of Science Editors:

Armstrong TJ. Journeys to the centre : case studies of German-L1 novice scholars writing for publication in English. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2012. Available from: http://eprints.ioe.ac.uk/20001/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549542

24. Junemann, Carolina. Questioning non-completion in higher education : a study within the Argentine system.

Degree: PhD, 2010, UCL Institute of Education (IOE)

 The rate of undergraduate non-completion at public universities in Argentina is high by international comparison. However, the understanding of its causes has been obscured by… (more)

Subjects/Keywords: 378

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APA (6th Edition):

Junemann, C. (2010). Questioning non-completion in higher education : a study within the Argentine system. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/6503/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534810

Chicago Manual of Style (16th Edition):

Junemann, Carolina. “Questioning non-completion in higher education : a study within the Argentine system.” 2010. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/6503/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534810.

MLA Handbook (7th Edition):

Junemann, Carolina. “Questioning non-completion in higher education : a study within the Argentine system.” 2010. Web. 17 Nov 2017.

Vancouver:

Junemann C. Questioning non-completion in higher education : a study within the Argentine system. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2010. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/6503/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534810.

Council of Science Editors:

Junemann C. Questioning non-completion in higher education : a study within the Argentine system. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2010. Available from: http://eprints.ioe.ac.uk/6503/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534810

25. Papamichael, Elena. Exploring intercultural education discourses and everyday practices in a Greek-Cypriot primary school.

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

 This thesis is an ethnographic study of intercultural education discourses and everyday practices in an urban Greek-Cypriot primary school. The pupil population is comprised of… (more)

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APA (6th Edition):

Papamichael, E. (2011). Exploring intercultural education discourses and everyday practices in a Greek-Cypriot primary school. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19959/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534799

Chicago Manual of Style (16th Edition):

Papamichael, Elena. “Exploring intercultural education discourses and everyday practices in a Greek-Cypriot primary school.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19959/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534799.

MLA Handbook (7th Edition):

Papamichael, Elena. “Exploring intercultural education discourses and everyday practices in a Greek-Cypriot primary school.” 2011. Web. 17 Nov 2017.

Vancouver:

Papamichael E. Exploring intercultural education discourses and everyday practices in a Greek-Cypriot primary school. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19959/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534799.

Council of Science Editors:

Papamichael E. Exploring intercultural education discourses and everyday practices in a Greek-Cypriot primary school. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/19959/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534799

26. Colchester, Emily J. R. Can we improve children's spelling ability by teaching morphemes through text reading : an intervention study exploring the relationship between morphological awareness and literacy.

Degree: PhD, 2010, UCL Institute of Education (IOE)

 Background: The need to improve children's spelling ability remains a key government agenda and is an issue encountered frequently by Educational Psychologists (EPs) in their… (more)

Subjects/Keywords: 370.15

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APA (6th Edition):

Colchester, E. J. R. (2010). Can we improve children's spelling ability by teaching morphemes through text reading : an intervention study exploring the relationship between morphological awareness and literacy. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19949/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534783

Chicago Manual of Style (16th Edition):

Colchester, Emily J R. “Can we improve children's spelling ability by teaching morphemes through text reading : an intervention study exploring the relationship between morphological awareness and literacy.” 2010. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19949/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534783.

MLA Handbook (7th Edition):

Colchester, Emily J R. “Can we improve children's spelling ability by teaching morphemes through text reading : an intervention study exploring the relationship between morphological awareness and literacy.” 2010. Web. 17 Nov 2017.

Vancouver:

Colchester EJR. Can we improve children's spelling ability by teaching morphemes through text reading : an intervention study exploring the relationship between morphological awareness and literacy. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2010. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19949/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534783.

Council of Science Editors:

Colchester EJR. Can we improve children's spelling ability by teaching morphemes through text reading : an intervention study exploring the relationship between morphological awareness and literacy. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2010. Available from: http://eprints.ioe.ac.uk/19949/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534783

27. Crow, William George. Remixing the music curriculum : the new technology, creativity and perceptions of musicality in music education.

Degree: PhD, 2010, UCL Institute of Education (IOE)

 This thesis interrogates the new music technology and its relationship to creativity, musicality and learning in the Key Stage 31 curriculum. In doing so it… (more)

Subjects/Keywords: 780.7

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APA (6th Edition):

Crow, W. G. (2010). Remixing the music curriculum : the new technology, creativity and perceptions of musicality in music education. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/6504/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534806

Chicago Manual of Style (16th Edition):

Crow, William George. “Remixing the music curriculum : the new technology, creativity and perceptions of musicality in music education.” 2010. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/6504/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534806.

MLA Handbook (7th Edition):

Crow, William George. “Remixing the music curriculum : the new technology, creativity and perceptions of musicality in music education.” 2010. Web. 17 Nov 2017.

Vancouver:

Crow WG. Remixing the music curriculum : the new technology, creativity and perceptions of musicality in music education. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2010. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/6504/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534806.

Council of Science Editors:

Crow WG. Remixing the music curriculum : the new technology, creativity and perceptions of musicality in music education. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2010. Available from: http://eprints.ioe.ac.uk/6504/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534806

28. Healy, Mary. A philosophical discussion of social cohesion as a goal of educational policy-making.

Degree: PhD, 2010, UCL Institute of Education (IOE)

 This thesis examines what it means to take social cohesion seriously in relation to school educational policy. Much of the literature on such policy in… (more)

Subjects/Keywords: 370.1

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

APA (6th Edition):

Healy, M. (2010). A philosophical discussion of social cohesion as a goal of educational policy-making. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19935/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534853

Chicago Manual of Style (16th Edition):

Healy, Mary. “A philosophical discussion of social cohesion as a goal of educational policy-making.” 2010. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19935/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534853.

MLA Handbook (7th Edition):

Healy, Mary. “A philosophical discussion of social cohesion as a goal of educational policy-making.” 2010. Web. 17 Nov 2017.

Vancouver:

Healy M. A philosophical discussion of social cohesion as a goal of educational policy-making. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2010. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19935/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534853.

Council of Science Editors:

Healy M. A philosophical discussion of social cohesion as a goal of educational policy-making. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2010. Available from: http://eprints.ioe.ac.uk/19935/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534853

29. Guo, Hua. Assembling the apparatus governing the subjects : the emergence and deployment of higher education in modern China.

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

 This thesis is a genealogy of the emergence and deployment of Higher Education (HE) in modern China, in particular its role in the production and… (more)

Subjects/Keywords: 378.00951

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

APA (6th Edition):

Guo, H. (2011). Assembling the apparatus governing the subjects : the emergence and deployment of higher education in modern China. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19976/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549547

Chicago Manual of Style (16th Edition):

Guo, Hua. “Assembling the apparatus governing the subjects : the emergence and deployment of higher education in modern China.” 2011. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed November 17, 2017. http://eprints.ioe.ac.uk/19976/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549547.

MLA Handbook (7th Edition):

Guo, Hua. “Assembling the apparatus governing the subjects : the emergence and deployment of higher education in modern China.” 2011. Web. 17 Nov 2017.

Vancouver:

Guo H. Assembling the apparatus governing the subjects : the emergence and deployment of higher education in modern China. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 2011. [cited 2017 Nov 17]. Available from: http://eprints.ioe.ac.uk/19976/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549547.

Council of Science Editors:

Guo H. Assembling the apparatus governing the subjects : the emergence and deployment of higher education in modern China. [Doctoral Dissertation]. UCL Institute of Education (IOE); 2011. Available from: http://eprints.ioe.ac.uk/19976/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549547

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

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 November 17, 2017. 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. 17 Nov 2017.

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 2017 Nov 17]. 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

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