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Degree: Thesis (EdD)

You searched for publisher:"University of Greenwich". Showing records 1 – 24 of 24 total matches.

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University of Greenwich

1. Davies, Robert. Identifying a weakness in the UK education system of supporting children with complex social, emotional and behavioural difficulties/ADHD : is government policy preventing effective inclusion for some pupils?.

Degree: Thesis (EdD), 2010, University of Greenwich

 A short attention span, impulsivity, distractibility, and hyperactivity are characteristics that are commonly found in young children and sometimes in adults. These difficulties also meet… (more)

Subjects/Keywords: 370; LC Special aspects of education

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APA (6th Edition):

Davies, R. (2010). Identifying a weakness in the UK education system of supporting children with complex social, emotional and behavioural difficulties/ADHD : is government policy preventing effective inclusion for some pupils?. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/6600/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536926

Chicago Manual of Style (16th Edition):

Davies, Robert. “Identifying a weakness in the UK education system of supporting children with complex social, emotional and behavioural difficulties/ADHD : is government policy preventing effective inclusion for some pupils?.” 2010. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/6600/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536926.

MLA Handbook (7th Edition):

Davies, Robert. “Identifying a weakness in the UK education system of supporting children with complex social, emotional and behavioural difficulties/ADHD : is government policy preventing effective inclusion for some pupils?.” 2010. Web. 19 Feb 2019.

Vancouver:

Davies R. Identifying a weakness in the UK education system of supporting children with complex social, emotional and behavioural difficulties/ADHD : is government policy preventing effective inclusion for some pupils?. [Internet] [Doctoral dissertation]. University of Greenwich; 2010. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/6600/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536926.

Council of Science Editors:

Davies R. Identifying a weakness in the UK education system of supporting children with complex social, emotional and behavioural difficulties/ADHD : is government policy preventing effective inclusion for some pupils?. [Doctoral Dissertation]. University of Greenwich; 2010. Available from: http://gala.gre.ac.uk/6600/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536926


University of Greenwich

2. Ferns, Terence James. Nursing staff experiences and responses to violence and aggression in the emergency department : a grounded theory study.

Degree: Thesis (EdD), 2011, University of Greenwich

 Aims The aims of the study were to explore how emergency department (ED) nursing staff conceptualise the terms that encompass violence and aggression in the… (more)

Subjects/Keywords: 370; R Medicine (General); RA Public aspects of medicine

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APA (6th Edition):

Ferns, T. J. (2011). Nursing staff experiences and responses to violence and aggression in the emergency department : a grounded theory study. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/8072/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571421

Chicago Manual of Style (16th Edition):

Ferns, Terence James. “Nursing staff experiences and responses to violence and aggression in the emergency department : a grounded theory study.” 2011. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/8072/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571421.

MLA Handbook (7th Edition):

Ferns, Terence James. “Nursing staff experiences and responses to violence and aggression in the emergency department : a grounded theory study.” 2011. Web. 19 Feb 2019.

Vancouver:

Ferns TJ. Nursing staff experiences and responses to violence and aggression in the emergency department : a grounded theory study. [Internet] [Doctoral dissertation]. University of Greenwich; 2011. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/8072/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571421.

Council of Science Editors:

Ferns TJ. Nursing staff experiences and responses to violence and aggression in the emergency department : a grounded theory study. [Doctoral Dissertation]. University of Greenwich; 2011. Available from: http://gala.gre.ac.uk/8072/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571421


University of Greenwich

3. Barton, Andrew Ian. A study into the use of self-efficacy and confidence measurements.

Degree: Thesis (EdD), 2011, University of Greenwich

 This thesis focuses on an aspect of the professional work of the author: that of the training of local trade union representatives by trade unions… (more)

Subjects/Keywords: 370; HD Industries. Land use. Labor; LB Theory and practice of education

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APA (6th Edition):

Barton, A. I. (2011). A study into the use of self-efficacy and confidence measurements. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/8058/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571419

Chicago Manual of Style (16th Edition):

Barton, Andrew Ian. “A study into the use of self-efficacy and confidence measurements.” 2011. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/8058/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571419.

MLA Handbook (7th Edition):

Barton, Andrew Ian. “A study into the use of self-efficacy and confidence measurements.” 2011. Web. 19 Feb 2019.

Vancouver:

Barton AI. A study into the use of self-efficacy and confidence measurements. [Internet] [Doctoral dissertation]. University of Greenwich; 2011. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/8058/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571419.

Council of Science Editors:

Barton AI. A study into the use of self-efficacy and confidence measurements. [Doctoral Dissertation]. University of Greenwich; 2011. Available from: http://gala.gre.ac.uk/8058/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571419


University of Greenwich

4. Farr, Jacqueline. A rock or a hard place? : teaching assistants supporting physically disabled pupils in mainstream secondary school physical education : the tensions of professionalising the role.

Degree: Thesis (EdD), 2010, University of Greenwich

 As a Physical Education (PE) teacher in both special and mainstream schools over a 15 year period, I witnessed the use of the teaching assistant… (more)

Subjects/Keywords: 370; LB Theory and practice of education

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APA (6th Edition):

Farr, J. (2010). A rock or a hard place? : teaching assistants supporting physically disabled pupils in mainstream secondary school physical education : the tensions of professionalising the role. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/6609/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571418

Chicago Manual of Style (16th Edition):

Farr, Jacqueline. “A rock or a hard place? : teaching assistants supporting physically disabled pupils in mainstream secondary school physical education : the tensions of professionalising the role.” 2010. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/6609/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571418.

MLA Handbook (7th Edition):

Farr, Jacqueline. “A rock or a hard place? : teaching assistants supporting physically disabled pupils in mainstream secondary school physical education : the tensions of professionalising the role.” 2010. Web. 19 Feb 2019.

Vancouver:

Farr J. A rock or a hard place? : teaching assistants supporting physically disabled pupils in mainstream secondary school physical education : the tensions of professionalising the role. [Internet] [Doctoral dissertation]. University of Greenwich; 2010. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/6609/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571418.

Council of Science Editors:

Farr J. A rock or a hard place? : teaching assistants supporting physically disabled pupils in mainstream secondary school physical education : the tensions of professionalising the role. [Doctoral Dissertation]. University of Greenwich; 2010. Available from: http://gala.gre.ac.uk/6609/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571418


University of Greenwich

5. Cross, Philip. Transforming an especially challenging urban school against the odds : a multivariate statistical analysis of student perceptions.

Degree: Thesis (EdD), 2009, University of Greenwich

 The aim of this four year longitudinal study was to identify the contributory factors that brought about rapid improvement in an especially challenging urban school.… (more)

Subjects/Keywords: 370; LB Theory and practice of education

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APA (6th Edition):

Cross, P. (2009). Transforming an especially challenging urban school against the odds : a multivariate statistical analysis of student perceptions. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/8142/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571415

Chicago Manual of Style (16th Edition):

Cross, Philip. “Transforming an especially challenging urban school against the odds : a multivariate statistical analysis of student perceptions.” 2009. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/8142/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571415.

MLA Handbook (7th Edition):

Cross, Philip. “Transforming an especially challenging urban school against the odds : a multivariate statistical analysis of student perceptions.” 2009. Web. 19 Feb 2019.

Vancouver:

Cross P. Transforming an especially challenging urban school against the odds : a multivariate statistical analysis of student perceptions. [Internet] [Doctoral dissertation]. University of Greenwich; 2009. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/8142/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571415.

Council of Science Editors:

Cross P. Transforming an especially challenging urban school against the odds : a multivariate statistical analysis of student perceptions. [Doctoral Dissertation]. University of Greenwich; 2009. Available from: http://gala.gre.ac.uk/8142/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571415


University of Greenwich

6. Soanes, Heather Rhona. A study of three child's voice initiatives and their impact for the year 6 participants and their junior school.

Degree: Thesis (EdD), 2015, University of Greenwich

 This case study carried out during 2007 – 2009 investigates how a Junior School has been able to give primary school children a voice through… (more)

Subjects/Keywords: 372.1; LB1501 Primary Education

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APA (6th Edition):

Soanes, H. R. (2015). A study of three child's voice initiatives and their impact for the year 6 participants and their junior school. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/14324/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679612

Chicago Manual of Style (16th Edition):

Soanes, Heather Rhona. “A study of three child's voice initiatives and their impact for the year 6 participants and their junior school.” 2015. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/14324/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679612.

MLA Handbook (7th Edition):

Soanes, Heather Rhona. “A study of three child's voice initiatives and their impact for the year 6 participants and their junior school.” 2015. Web. 19 Feb 2019.

Vancouver:

Soanes HR. A study of three child's voice initiatives and their impact for the year 6 participants and their junior school. [Internet] [Doctoral dissertation]. University of Greenwich; 2015. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/14324/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679612.

Council of Science Editors:

Soanes HR. A study of three child's voice initiatives and their impact for the year 6 participants and their junior school. [Doctoral Dissertation]. University of Greenwich; 2015. Available from: http://gala.gre.ac.uk/14324/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679612


University of Greenwich

7. Gordo, Ivor. How might poststructuralist ideas influence the teaching of 10 year olds?.

Degree: Thesis (EdD), 2015, University of Greenwich

 This action research project examines my development as a philosophy teacher and the impact my lessons have had on a class of 10-11 year old… (more)

Subjects/Keywords: 372.01; LB Theory and practice of education

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APA (6th Edition):

Gordo, I. (2015). How might poststructuralist ideas influence the teaching of 10 year olds?. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/14322/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679611

Chicago Manual of Style (16th Edition):

Gordo, Ivor. “How might poststructuralist ideas influence the teaching of 10 year olds?.” 2015. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/14322/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679611.

MLA Handbook (7th Edition):

Gordo, Ivor. “How might poststructuralist ideas influence the teaching of 10 year olds?.” 2015. Web. 19 Feb 2019.

Vancouver:

Gordo I. How might poststructuralist ideas influence the teaching of 10 year olds?. [Internet] [Doctoral dissertation]. University of Greenwich; 2015. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/14322/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679611.

Council of Science Editors:

Gordo I. How might poststructuralist ideas influence the teaching of 10 year olds?. [Doctoral Dissertation]. University of Greenwich; 2015. Available from: http://gala.gre.ac.uk/14322/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679611


University of Greenwich

8. Ersoy, Alp Idil. Learning on the move : the potential impact of new mobile technologies on students' learning.

Degree: Thesis (EdD), 2014, University of Greenwich

 This study explores the potential use of mobile learning in higher education with a focus on student and academic staff requirements of a potential mobile… (more)

Subjects/Keywords: 378.1; LB2300 Higher Education

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APA (6th Edition):

Ersoy, A. I. (2014). Learning on the move : the potential impact of new mobile technologies on students' learning. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/14321/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679610

Chicago Manual of Style (16th Edition):

Ersoy, Alp Idil. “Learning on the move : the potential impact of new mobile technologies on students' learning.” 2014. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/14321/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679610.

MLA Handbook (7th Edition):

Ersoy, Alp Idil. “Learning on the move : the potential impact of new mobile technologies on students' learning.” 2014. Web. 19 Feb 2019.

Vancouver:

Ersoy AI. Learning on the move : the potential impact of new mobile technologies on students' learning. [Internet] [Doctoral dissertation]. University of Greenwich; 2014. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/14321/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679610.

Council of Science Editors:

Ersoy AI. Learning on the move : the potential impact of new mobile technologies on students' learning. [Doctoral Dissertation]. University of Greenwich; 2014. Available from: http://gala.gre.ac.uk/14321/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679610


University of Greenwich

9. Ajoku-Christopher, Onyenachi Ada. Factors influencing the lack of dyslexia awareness and its impact on inclusive learning in selected primary schools in Owerri West Local Government Area, Imo state, Nigeria.

Degree: Thesis (EdD), 2012, University of Greenwich

 This regional research was carried out in Owerri the capital of Imo State, one of the 36 states in Nigeria with the aim of investigating… (more)

Subjects/Keywords: 372.1; LB1501 Primary Education; RC Internal medicine

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APA (6th Edition):

Ajoku-Christopher, O. A. (2012). Factors influencing the lack of dyslexia awareness and its impact on inclusive learning in selected primary schools in Owerri West Local Government Area, Imo state, Nigeria. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/8956/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571443

Chicago Manual of Style (16th Edition):

Ajoku-Christopher, Onyenachi Ada. “Factors influencing the lack of dyslexia awareness and its impact on inclusive learning in selected primary schools in Owerri West Local Government Area, Imo state, Nigeria.” 2012. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/8956/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571443.

MLA Handbook (7th Edition):

Ajoku-Christopher, Onyenachi Ada. “Factors influencing the lack of dyslexia awareness and its impact on inclusive learning in selected primary schools in Owerri West Local Government Area, Imo state, Nigeria.” 2012. Web. 19 Feb 2019.

Vancouver:

Ajoku-Christopher OA. Factors influencing the lack of dyslexia awareness and its impact on inclusive learning in selected primary schools in Owerri West Local Government Area, Imo state, Nigeria. [Internet] [Doctoral dissertation]. University of Greenwich; 2012. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/8956/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571443.

Council of Science Editors:

Ajoku-Christopher OA. Factors influencing the lack of dyslexia awareness and its impact on inclusive learning in selected primary schools in Owerri West Local Government Area, Imo state, Nigeria. [Doctoral Dissertation]. University of Greenwich; 2012. Available from: http://gala.gre.ac.uk/8956/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571443


University of Greenwich

10. Ticheler, Nathalie Valerie. Institution-wide language programmes, higher education and blended learning : students' experience of a virtual learning environment among beginners and post-beginners of French.

Degree: Thesis (EdD), 2013, University of Greenwich

 In a context of precariousness of Modern Foreign Languages and promotion of e-learning at national level, often referred to as “technology-enhanced learning”, the targeted institution,… (more)

Subjects/Keywords: 370; L Education (General); P Philology. Linguistics

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APA (6th Edition):

Ticheler, N. V. (2013). Institution-wide language programmes, higher education and blended learning : students' experience of a virtual learning environment among beginners and post-beginners of French. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/11987/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616546

Chicago Manual of Style (16th Edition):

Ticheler, Nathalie Valerie. “Institution-wide language programmes, higher education and blended learning : students' experience of a virtual learning environment among beginners and post-beginners of French.” 2013. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/11987/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616546.

MLA Handbook (7th Edition):

Ticheler, Nathalie Valerie. “Institution-wide language programmes, higher education and blended learning : students' experience of a virtual learning environment among beginners and post-beginners of French.” 2013. Web. 19 Feb 2019.

Vancouver:

Ticheler NV. Institution-wide language programmes, higher education and blended learning : students' experience of a virtual learning environment among beginners and post-beginners of French. [Internet] [Doctoral dissertation]. University of Greenwich; 2013. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/11987/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616546.

Council of Science Editors:

Ticheler NV. Institution-wide language programmes, higher education and blended learning : students' experience of a virtual learning environment among beginners and post-beginners of French. [Doctoral Dissertation]. University of Greenwich; 2013. Available from: http://gala.gre.ac.uk/11987/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616546


University of Greenwich

11. Achinewhu-Nworgu, Elizabeth W. Promoting student retention in two FE colleges.

Degree: Thesis (EdD), 2007, University of Greenwich

 The central question of this thesis is: How effective are strategies aimed at promoting student retention in Further Education (FE) colleagues? Non-completion is typically the… (more)

Subjects/Keywords: 374.12913; LC Special aspects of education

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APA (6th Edition):

Achinewhu-Nworgu, E. W. (2007). Promoting student retention in two FE colleges. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/6093/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442080

Chicago Manual of Style (16th Edition):

Achinewhu-Nworgu, Elizabeth W. “Promoting student retention in two FE colleges.” 2007. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/6093/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442080.

MLA Handbook (7th Edition):

Achinewhu-Nworgu, Elizabeth W. “Promoting student retention in two FE colleges.” 2007. Web. 19 Feb 2019.

Vancouver:

Achinewhu-Nworgu EW. Promoting student retention in two FE colleges. [Internet] [Doctoral dissertation]. University of Greenwich; 2007. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/6093/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442080.

Council of Science Editors:

Achinewhu-Nworgu EW. Promoting student retention in two FE colleges. [Doctoral Dissertation]. University of Greenwich; 2007. Available from: http://gala.gre.ac.uk/6093/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442080


University of Greenwich

12. Ade-Ojo, Gordon O. Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee.

Degree: Thesis (EdD), 2008, University of Greenwich

 This study was designed to trace the significant factors that informed the evolution of adult literacy policy from the 1970s to 2000. The study proceeded… (more)

Subjects/Keywords: 370; LC Special aspects of education

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APA (6th Edition):

Ade-Ojo, G. O. (2008). Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/6088/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571411

Chicago Manual of Style (16th Edition):

Ade-Ojo, Gordon O. “Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee.” 2008. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/6088/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571411.

MLA Handbook (7th Edition):

Ade-Ojo, Gordon O. “Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee.” 2008. Web. 19 Feb 2019.

Vancouver:

Ade-Ojo GO. Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee. [Internet] [Doctoral dissertation]. University of Greenwich; 2008. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/6088/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571411.

Council of Science Editors:

Ade-Ojo GO. Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee. [Doctoral Dissertation]. University of Greenwich; 2008. Available from: http://gala.gre.ac.uk/6088/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571411


University of Greenwich

13. Hyne, Sally Patricia. Using assessment data to support the learning of young pupils in four Kent primary schools.

Degree: Thesis (EdD), 2007, University of Greenwich

 This thesis discusses how assessment data are used to support the learning of pupils aged four to seven years in four Kent primary schools. The… (more)

Subjects/Keywords: 372.94223; LB1501 Primary Education; LC Special aspects of education

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APA (6th Edition):

Hyne, S. P. (2007). Using assessment data to support the learning of young pupils in four Kent primary schools. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/6193/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442082

Chicago Manual of Style (16th Edition):

Hyne, Sally Patricia. “Using assessment data to support the learning of young pupils in four Kent primary schools.” 2007. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/6193/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442082.

MLA Handbook (7th Edition):

Hyne, Sally Patricia. “Using assessment data to support the learning of young pupils in four Kent primary schools.” 2007. Web. 19 Feb 2019.

Vancouver:

Hyne SP. Using assessment data to support the learning of young pupils in four Kent primary schools. [Internet] [Doctoral dissertation]. University of Greenwich; 2007. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/6193/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442082.

Council of Science Editors:

Hyne SP. Using assessment data to support the learning of young pupils in four Kent primary schools. [Doctoral Dissertation]. University of Greenwich; 2007. Available from: http://gala.gre.ac.uk/6193/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442082


University of Greenwich

14. Trebell, Donna. A study of designerly activity in secondary design and technology.

Degree: Thesis (EdD), 2008, University of Greenwich

 The purpose of the study reported here was to research designerly activity in secondary design and technology as pupils aged 14 designed but did not… (more)

Subjects/Keywords: 370; LB1603 Secondary Education. High schools; LC Special aspects of education

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APA (6th Edition):

Trebell, D. (2008). A study of designerly activity in secondary design and technology. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/6089/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571412

Chicago Manual of Style (16th Edition):

Trebell, Donna. “A study of designerly activity in secondary design and technology.” 2008. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/6089/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571412.

MLA Handbook (7th Edition):

Trebell, Donna. “A study of designerly activity in secondary design and technology.” 2008. Web. 19 Feb 2019.

Vancouver:

Trebell D. A study of designerly activity in secondary design and technology. [Internet] [Doctoral dissertation]. University of Greenwich; 2008. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/6089/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571412.

Council of Science Editors:

Trebell D. A study of designerly activity in secondary design and technology. [Doctoral Dissertation]. University of Greenwich; 2008. Available from: http://gala.gre.ac.uk/6089/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571412


University of Greenwich

15. Magaji, Adewale. Classroom discourse with both student-led questions and feedback : enhancing engagement and attainment of students in a learner-centred Key Stage 3 science classroom.

Degree: Thesis (EdD), 2015, University of Greenwich

 This study focuses on the use of student-led questions and feedback to improve students’ engagement and attainment in Key Stage 3 science. My interest in… (more)

Subjects/Keywords: LB1603 Secondary Education. High schools

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APA (6th Edition):

Magaji, A. (2015). Classroom discourse with both student-led questions and feedback : enhancing engagement and attainment of students in a learner-centred Key Stage 3 science classroom. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/18155/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732834

Chicago Manual of Style (16th Edition):

Magaji, Adewale. “Classroom discourse with both student-led questions and feedback : enhancing engagement and attainment of students in a learner-centred Key Stage 3 science classroom.” 2015. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/18155/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732834.

MLA Handbook (7th Edition):

Magaji, Adewale. “Classroom discourse with both student-led questions and feedback : enhancing engagement and attainment of students in a learner-centred Key Stage 3 science classroom.” 2015. Web. 19 Feb 2019.

Vancouver:

Magaji A. Classroom discourse with both student-led questions and feedback : enhancing engagement and attainment of students in a learner-centred Key Stage 3 science classroom. [Internet] [Doctoral dissertation]. University of Greenwich; 2015. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/18155/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732834.

Council of Science Editors:

Magaji A. Classroom discourse with both student-led questions and feedback : enhancing engagement and attainment of students in a learner-centred Key Stage 3 science classroom. [Doctoral Dissertation]. University of Greenwich; 2015. Available from: http://gala.gre.ac.uk/18155/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732834


University of Greenwich

16. Headington, Rita. Journeys in feedback : undergraduate primary student teachers' uses of personal and professional social networks to gather and interpret feedback, and the extent to which feedback influenced their reflective practices.

Degree: Thesis (EdD), 2016, University of Greenwich

 This study explored how a cohort of undergraduate primary student teachers gathered, understood and interpreted feedback through their personal and professional social networks. It considered… (more)

Subjects/Keywords: LB2300 Higher Education

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APA (6th Edition):

Headington, R. (2016). Journeys in feedback : undergraduate primary student teachers' uses of personal and professional social networks to gather and interpret feedback, and the extent to which feedback influenced their reflective practices. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/18095/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732847

Chicago Manual of Style (16th Edition):

Headington, Rita. “Journeys in feedback : undergraduate primary student teachers' uses of personal and professional social networks to gather and interpret feedback, and the extent to which feedback influenced their reflective practices.” 2016. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/18095/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732847.

MLA Handbook (7th Edition):

Headington, Rita. “Journeys in feedback : undergraduate primary student teachers' uses of personal and professional social networks to gather and interpret feedback, and the extent to which feedback influenced their reflective practices.” 2016. Web. 19 Feb 2019.

Vancouver:

Headington R. Journeys in feedback : undergraduate primary student teachers' uses of personal and professional social networks to gather and interpret feedback, and the extent to which feedback influenced their reflective practices. [Internet] [Doctoral dissertation]. University of Greenwich; 2016. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/18095/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732847.

Council of Science Editors:

Headington R. Journeys in feedback : undergraduate primary student teachers' uses of personal and professional social networks to gather and interpret feedback, and the extent to which feedback influenced their reflective practices. [Doctoral Dissertation]. University of Greenwich; 2016. Available from: http://gala.gre.ac.uk/18095/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732847


University of Greenwich

17. Simpson, Yvonne. The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England.

Degree: Thesis (EdD), 2014, University of Greenwich

 This thesis aims to investigate the effect of the Government’s Higher Education White Paper 2011 on the provision of vocational undergraduate degree provision within the… (more)

Subjects/Keywords: LB2300 Higher Education

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APA (6th Edition):

Simpson, Y. (2014). The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/18096/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732810

Chicago Manual of Style (16th Edition):

Simpson, Yvonne. “The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England.” 2014. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/18096/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732810.

MLA Handbook (7th Edition):

Simpson, Yvonne. “The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England.” 2014. Web. 19 Feb 2019.

Vancouver:

Simpson Y. The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England. [Internet] [Doctoral dissertation]. University of Greenwich; 2014. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/18096/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732810.

Council of Science Editors:

Simpson Y. The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England. [Doctoral Dissertation]. University of Greenwich; 2014. Available from: http://gala.gre.ac.uk/18096/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732810


University of Greenwich

18. Szczepanska, Sue. An exploration of plagiarism : the perceptions of senior nurses in the context of professionalism and patient care.

Degree: Thesis (EdD), 2013, University of Greenwich

 The incidence of plagiarism in higher education has increased over the decades as assessment strategies widened and moved away from pure examinations (Ober, Simon, Scott… (more)

Subjects/Keywords: 610.73; PN Literature (General)

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APA (6th Edition):

Szczepanska, S. (2013). An exploration of plagiarism : the perceptions of senior nurses in the context of professionalism and patient care. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/14273/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676649

Chicago Manual of Style (16th Edition):

Szczepanska, Sue. “An exploration of plagiarism : the perceptions of senior nurses in the context of professionalism and patient care.” 2013. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/14273/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676649.

MLA Handbook (7th Edition):

Szczepanska, Sue. “An exploration of plagiarism : the perceptions of senior nurses in the context of professionalism and patient care.” 2013. Web. 19 Feb 2019.

Vancouver:

Szczepanska S. An exploration of plagiarism : the perceptions of senior nurses in the context of professionalism and patient care. [Internet] [Doctoral dissertation]. University of Greenwich; 2013. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/14273/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676649.

Council of Science Editors:

Szczepanska S. An exploration of plagiarism : the perceptions of senior nurses in the context of professionalism and patient care. [Doctoral Dissertation]. University of Greenwich; 2013. Available from: http://gala.gre.ac.uk/14273/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676649


University of Greenwich

19. Otiotio, Mary. An exploratory study on the preparedness of further education teachers to cope with, manage and implement educational change during a college merger.

Degree: Thesis (EdD), 2015, University of Greenwich

 This study examines the preparedness of FE teachers for educational change with particular focus on a recent merger between two further education colleges in South… (more)

Subjects/Keywords: LC Special aspects of education

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APA (6th Edition):

Otiotio, M. (2015). An exploratory study on the preparedness of further education teachers to cope with, manage and implement educational change during a college merger. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/18075/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726831

Chicago Manual of Style (16th Edition):

Otiotio, Mary. “An exploratory study on the preparedness of further education teachers to cope with, manage and implement educational change during a college merger.” 2015. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/18075/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726831.

MLA Handbook (7th Edition):

Otiotio, Mary. “An exploratory study on the preparedness of further education teachers to cope with, manage and implement educational change during a college merger.” 2015. Web. 19 Feb 2019.

Vancouver:

Otiotio M. An exploratory study on the preparedness of further education teachers to cope with, manage and implement educational change during a college merger. [Internet] [Doctoral dissertation]. University of Greenwich; 2015. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/18075/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726831.

Council of Science Editors:

Otiotio M. An exploratory study on the preparedness of further education teachers to cope with, manage and implement educational change during a college merger. [Doctoral Dissertation]. University of Greenwich; 2015. Available from: http://gala.gre.ac.uk/18075/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726831

20. Johnstone, Barbara Ann. Teachers working together in the Wider Opportunities instrumental programme in the primary school.

Degree: Thesis (EdD), 2016, University of Greenwich

 The context for this qualitative case study is the primary school classroom and the Wider Opportunities instrumental teaching programme. The rational for the research is… (more)

Subjects/Keywords: LC Special aspects of education

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APA (6th Edition):

Johnstone, B. A. (2016). Teachers working together in the Wider Opportunities instrumental programme in the primary school. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/18074/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726830

Chicago Manual of Style (16th Edition):

Johnstone, Barbara Ann. “Teachers working together in the Wider Opportunities instrumental programme in the primary school.” 2016. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/18074/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726830.

MLA Handbook (7th Edition):

Johnstone, Barbara Ann. “Teachers working together in the Wider Opportunities instrumental programme in the primary school.” 2016. Web. 19 Feb 2019.

Vancouver:

Johnstone BA. Teachers working together in the Wider Opportunities instrumental programme in the primary school. [Internet] [Doctoral dissertation]. University of Greenwich; 2016. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/18074/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726830.

Council of Science Editors:

Johnstone BA. Teachers working together in the Wider Opportunities instrumental programme in the primary school. [Doctoral Dissertation]. University of Greenwich; 2016. Available from: http://gala.gre.ac.uk/18074/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726830


University of Greenwich

21. Nyangon, Maurice. The ICT gender imbalance in schools and beyond : missed opportunities.

Degree: Thesis (EdD), 2010, University of Greenwich

 'Pipeline shrinkage', the steady attrition of women in the ICT industry despite their academic achievement, has been of great concern not only in the United… (more)

Subjects/Keywords: 370.15; LB1603 Secondary Education. High schools; T Technology (General)

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APA (6th Edition):

Nyangon, M. (2010). The ICT gender imbalance in schools and beyond : missed opportunities. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/5647/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521082

Chicago Manual of Style (16th Edition):

Nyangon, Maurice. “The ICT gender imbalance in schools and beyond : missed opportunities.” 2010. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/5647/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521082.

MLA Handbook (7th Edition):

Nyangon, Maurice. “The ICT gender imbalance in schools and beyond : missed opportunities.” 2010. Web. 19 Feb 2019.

Vancouver:

Nyangon M. The ICT gender imbalance in schools and beyond : missed opportunities. [Internet] [Doctoral dissertation]. University of Greenwich; 2010. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/5647/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521082.

Council of Science Editors:

Nyangon M. The ICT gender imbalance in schools and beyond : missed opportunities. [Doctoral Dissertation]. University of Greenwich; 2010. Available from: http://gala.gre.ac.uk/5647/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521082

22. Thorley, Melanie Daphne. Evaluating D/deaf learners' experiences of notetaking support in higher education utilising a transformative framework.

Degree: Thesis (EdD), 2015, University of Greenwich

 The aim of this study was to ascertain the experiences of D/deaf university learners who had been supported by a notetaker at some point during… (more)

Subjects/Keywords: 371.91; LB2300 Higher Education

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APA (6th Edition):

Thorley, M. D. (2015). Evaluating D/deaf learners' experiences of notetaking support in higher education utilising a transformative framework. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/15247/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684185

Chicago Manual of Style (16th Edition):

Thorley, Melanie Daphne. “Evaluating D/deaf learners' experiences of notetaking support in higher education utilising a transformative framework.” 2015. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/15247/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684185.

MLA Handbook (7th Edition):

Thorley, Melanie Daphne. “Evaluating D/deaf learners' experiences of notetaking support in higher education utilising a transformative framework.” 2015. Web. 19 Feb 2019.

Vancouver:

Thorley MD. Evaluating D/deaf learners' experiences of notetaking support in higher education utilising a transformative framework. [Internet] [Doctoral dissertation]. University of Greenwich; 2015. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/15247/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684185.

Council of Science Editors:

Thorley MD. Evaluating D/deaf learners' experiences of notetaking support in higher education utilising a transformative framework. [Doctoral Dissertation]. University of Greenwich; 2015. Available from: http://gala.gre.ac.uk/15247/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684185

23. Gregory, Peter. An investigation into the contribution made by primary art coordinators to the development of the teaching of art : the evolution of identities, understanding and practice.

Degree: Thesis (EdD), 2014, University of Greenwich

 The study is situated within a feminist paradigm to consider the identity, experience, practice and understanding of art and design coordinators (also known as subject… (more)

Subjects/Keywords: 370; LC0009 General works

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APA (6th Edition):

Gregory, P. (2014). An investigation into the contribution made by primary art coordinators to the development of the teaching of art : the evolution of identities, understanding and practice. (Doctoral Dissertation). University of Greenwich. Retrieved from http://create.canterbury.ac.uk/12812/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629797

Chicago Manual of Style (16th Edition):

Gregory, Peter. “An investigation into the contribution made by primary art coordinators to the development of the teaching of art : the evolution of identities, understanding and practice.” 2014. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://create.canterbury.ac.uk/12812/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629797.

MLA Handbook (7th Edition):

Gregory, Peter. “An investigation into the contribution made by primary art coordinators to the development of the teaching of art : the evolution of identities, understanding and practice.” 2014. Web. 19 Feb 2019.

Vancouver:

Gregory P. An investigation into the contribution made by primary art coordinators to the development of the teaching of art : the evolution of identities, understanding and practice. [Internet] [Doctoral dissertation]. University of Greenwich; 2014. [cited 2019 Feb 19]. Available from: http://create.canterbury.ac.uk/12812/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629797.

Council of Science Editors:

Gregory P. An investigation into the contribution made by primary art coordinators to the development of the teaching of art : the evolution of identities, understanding and practice. [Doctoral Dissertation]. University of Greenwich; 2014. Available from: http://create.canterbury.ac.uk/12812/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629797

24. Collins, Timothy James. Organ and tissue donation : an evaluation of health care professionals' knowledge and training and implications for education.

Degree: Thesis (EdD), 2014, University of Greenwich

 The United Kingdom (UK) has one of the highest transplant waiting lists in Europe, with currently 7,000 people in the UK waiting for a transplant… (more)

Subjects/Keywords: 370; R Medicine (General)

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APA (6th Edition):

Collins, T. J. (2014). Organ and tissue donation : an evaluation of health care professionals' knowledge and training and implications for education. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/11885/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616554

Chicago Manual of Style (16th Edition):

Collins, Timothy James. “Organ and tissue donation : an evaluation of health care professionals' knowledge and training and implications for education.” 2014. Doctoral Dissertation, University of Greenwich. Accessed February 19, 2019. http://gala.gre.ac.uk/11885/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616554.

MLA Handbook (7th Edition):

Collins, Timothy James. “Organ and tissue donation : an evaluation of health care professionals' knowledge and training and implications for education.” 2014. Web. 19 Feb 2019.

Vancouver:

Collins TJ. Organ and tissue donation : an evaluation of health care professionals' knowledge and training and implications for education. [Internet] [Doctoral dissertation]. University of Greenwich; 2014. [cited 2019 Feb 19]. Available from: http://gala.gre.ac.uk/11885/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616554.

Council of Science Editors:

Collins TJ. Organ and tissue donation : an evaluation of health care professionals' knowledge and training and implications for education. [Doctoral Dissertation]. University of Greenwich; 2014. Available from: http://gala.gre.ac.uk/11885/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616554

.