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You searched for subject:( Digit l metode). Showing records 1 – 30 of 1115 total matches.

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1. Pitt, Edward. Feedback in higher education : exploring students' appraisal, comprehension and utilisation.

Degree: PhD, 2014, University of Liverpool

 Whilst at University students will experience many instances of feedback on their work. Quite often such feedback is facilitated by academic lecturers in the hope… (more)

Subjects/Keywords: 370; L Education; L Education (General)

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

APA (6th Edition):

Pitt, E. (2014). Feedback in higher education : exploring students' appraisal, comprehension and utilisation. (Doctoral Dissertation). University of Liverpool. Retrieved from http://livrepository.liverpool.ac.uk/2014440/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638484

Chicago Manual of Style (16th Edition):

Pitt, Edward. “Feedback in higher education : exploring students' appraisal, comprehension and utilisation.” 2014. Doctoral Dissertation, University of Liverpool. Accessed July 22, 2019. http://livrepository.liverpool.ac.uk/2014440/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638484.

MLA Handbook (7th Edition):

Pitt, Edward. “Feedback in higher education : exploring students' appraisal, comprehension and utilisation.” 2014. Web. 22 Jul 2019.

Vancouver:

Pitt E. Feedback in higher education : exploring students' appraisal, comprehension and utilisation. [Internet] [Doctoral dissertation]. University of Liverpool; 2014. [cited 2019 Jul 22]. Available from: http://livrepository.liverpool.ac.uk/2014440/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638484.

Council of Science Editors:

Pitt E. Feedback in higher education : exploring students' appraisal, comprehension and utilisation. [Doctoral Dissertation]. University of Liverpool; 2014. Available from: http://livrepository.liverpool.ac.uk/2014440/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638484


University of Sheffield

2. Glazzard, Jonathan. Translating the rhetoric of inclusion into reality : a life history account of one teacher's determination to make inclusion work.

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

 This study has traced the autobiographical factors which have shaped the development of an inclusive teacher identity. Additionally, it has examined how the changing discourses… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Glazzard, J. (2013). Translating the rhetoric of inclusion into reality : a life history account of one teacher's determination to make inclusion work. (Doctoral Dissertation). University of Sheffield. Retrieved from http://eprints.hud.ac.uk/19241/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.586959

Chicago Manual of Style (16th Edition):

Glazzard, Jonathan. “Translating the rhetoric of inclusion into reality : a life history account of one teacher's determination to make inclusion work.” 2013. Doctoral Dissertation, University of Sheffield. Accessed July 22, 2019. http://eprints.hud.ac.uk/19241/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.586959.

MLA Handbook (7th Edition):

Glazzard, Jonathan. “Translating the rhetoric of inclusion into reality : a life history account of one teacher's determination to make inclusion work.” 2013. Web. 22 Jul 2019.

Vancouver:

Glazzard J. Translating the rhetoric of inclusion into reality : a life history account of one teacher's determination to make inclusion work. [Internet] [Doctoral dissertation]. University of Sheffield; 2013. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/19241/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.586959.

Council of Science Editors:

Glazzard J. Translating the rhetoric of inclusion into reality : a life history account of one teacher's determination to make inclusion work. [Doctoral Dissertation]. University of Sheffield; 2013. Available from: http://eprints.hud.ac.uk/19241/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.586959


University of Huddersfield

3. Naveed, Maryam. The impact of primary teachers' pedagogical knowledge and autonomy on the teaching of early reading.

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

 There has been considerable controversy over the effective approach to teach early reading known as phonics versus whole language. However, synthetic phonics as prime method… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Naveed, M. (2016). The impact of primary teachers' pedagogical knowledge and autonomy on the teaching of early reading. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34425/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732885

Chicago Manual of Style (16th Edition):

Naveed, Maryam. “The impact of primary teachers' pedagogical knowledge and autonomy on the teaching of early reading.” 2016. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/34425/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732885.

MLA Handbook (7th Edition):

Naveed, Maryam. “The impact of primary teachers' pedagogical knowledge and autonomy on the teaching of early reading.” 2016. Web. 22 Jul 2019.

Vancouver:

Naveed M. The impact of primary teachers' pedagogical knowledge and autonomy on the teaching of early reading. [Internet] [Doctoral dissertation]. University of Huddersfield; 2016. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/34425/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732885.

Council of Science Editors:

Naveed M. The impact of primary teachers' pedagogical knowledge and autonomy on the teaching of early reading. [Doctoral Dissertation]. University of Huddersfield; 2016. Available from: http://eprints.hud.ac.uk/id/eprint/34425/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732885


University of Glasgow

4. Woitsch, Ulrike. Walking through the intercultural field. An ethnographic study on intercultural language learning as a spatial-embodied practice.

Degree: PhD, 2012, University of Glasgow

 Within concepts on intercultural language learning it is generally acknowledged that the ‘context’ of the individual learning experience plays an important role for the acquisition… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Woitsch, U. (2012). Walking through the intercultural field. An ethnographic study on intercultural language learning as a spatial-embodied practice. (Doctoral Dissertation). University of Glasgow. Retrieved from http://theses.gla.ac.uk/3325/

Chicago Manual of Style (16th Edition):

Woitsch, Ulrike. “Walking through the intercultural field. An ethnographic study on intercultural language learning as a spatial-embodied practice.” 2012. Doctoral Dissertation, University of Glasgow. Accessed July 22, 2019. http://theses.gla.ac.uk/3325/.

MLA Handbook (7th Edition):

Woitsch, Ulrike. “Walking through the intercultural field. An ethnographic study on intercultural language learning as a spatial-embodied practice.” 2012. Web. 22 Jul 2019.

Vancouver:

Woitsch U. Walking through the intercultural field. An ethnographic study on intercultural language learning as a spatial-embodied practice. [Internet] [Doctoral dissertation]. University of Glasgow; 2012. [cited 2019 Jul 22]. Available from: http://theses.gla.ac.uk/3325/.

Council of Science Editors:

Woitsch U. Walking through the intercultural field. An ethnographic study on intercultural language learning as a spatial-embodied practice. [Doctoral Dissertation]. University of Glasgow; 2012. Available from: http://theses.gla.ac.uk/3325/


University of Glasgow

5. Mouroutsou, Stella. Policy implementation in inclusive education: a complexity perspective.

Degree: PhD, 2017, University of Glasgow

 Inclusion is a major focus of government policies worldwide. It is promoted by international agencies aiming to transform education systems in order to respond to… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Mouroutsou, S. (2017). Policy implementation in inclusive education: a complexity perspective. (Doctoral Dissertation). University of Glasgow. Retrieved from http://theses.gla.ac.uk/8048/

Chicago Manual of Style (16th Edition):

Mouroutsou, Stella. “Policy implementation in inclusive education: a complexity perspective.” 2017. Doctoral Dissertation, University of Glasgow. Accessed July 22, 2019. http://theses.gla.ac.uk/8048/.

MLA Handbook (7th Edition):

Mouroutsou, Stella. “Policy implementation in inclusive education: a complexity perspective.” 2017. Web. 22 Jul 2019.

Vancouver:

Mouroutsou S. Policy implementation in inclusive education: a complexity perspective. [Internet] [Doctoral dissertation]. University of Glasgow; 2017. [cited 2019 Jul 22]. Available from: http://theses.gla.ac.uk/8048/.

Council of Science Editors:

Mouroutsou S. Policy implementation in inclusive education: a complexity perspective. [Doctoral Dissertation]. University of Glasgow; 2017. Available from: http://theses.gla.ac.uk/8048/


University of Huddersfield

6. Brownlow, Rosalind. Tales from the Cardioverse: Exploring the Lived Experiences of Learning Through Online Entertainment-Education.

Degree: 2015, University of Huddersfield

 In the last decade entertainment-education has emerged as a key educational approach to promoting personal and social change amongst the general population in mass media… (more)

Subjects/Keywords: L Education (General)

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

APA (6th Edition):

Brownlow, R. (2015). Tales from the Cardioverse: Exploring the Lived Experiences of Learning Through Online Entertainment-Education. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/25439/1/ROSALIND%20BROWNLOW%20TALES%20FROM%20THE%20CARDIOVERSE%2027%20JUNE%202015.pdf

Chicago Manual of Style (16th Edition):

Brownlow, Rosalind. “Tales from the Cardioverse: Exploring the Lived Experiences of Learning Through Online Entertainment-Education.” 2015. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/25439/1/ROSALIND%20BROWNLOW%20TALES%20FROM%20THE%20CARDIOVERSE%2027%20JUNE%202015.pdf.

MLA Handbook (7th Edition):

Brownlow, Rosalind. “Tales from the Cardioverse: Exploring the Lived Experiences of Learning Through Online Entertainment-Education.” 2015. Web. 22 Jul 2019.

Vancouver:

Brownlow R. Tales from the Cardioverse: Exploring the Lived Experiences of Learning Through Online Entertainment-Education. [Internet] [Doctoral dissertation]. University of Huddersfield; 2015. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/25439/1/ROSALIND%20BROWNLOW%20TALES%20FROM%20THE%20CARDIOVERSE%2027%20JUNE%202015.pdf.

Council of Science Editors:

Brownlow R. Tales from the Cardioverse: Exploring the Lived Experiences of Learning Through Online Entertainment-Education. [Doctoral Dissertation]. University of Huddersfield; 2015. Available from: http://eprints.hud.ac.uk/id/eprint/25439/1/ROSALIND%20BROWNLOW%20TALES%20FROM%20THE%20CARDIOVERSE%2027%20JUNE%202015.pdf


University of Huddersfield

7. Olukoga, Titilola. The perceptions of FE teachers about the impact of in-service initial teacher education on their professional development and practice.

Degree: 2015, University of Huddersfield

 Since 1997, successive governments in England have consistently introduced a range of interventions aimed at developing the quality of training of FE teachers. It has… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Olukoga, T. (2015). The perceptions of FE teachers about the impact of in-service initial teacher education on their professional development and practice. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/25506/1/tolukogafinalthesis.pdf

Chicago Manual of Style (16th Edition):

Olukoga, Titilola. “The perceptions of FE teachers about the impact of in-service initial teacher education on their professional development and practice.” 2015. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/25506/1/tolukogafinalthesis.pdf.

MLA Handbook (7th Edition):

Olukoga, Titilola. “The perceptions of FE teachers about the impact of in-service initial teacher education on their professional development and practice.” 2015. Web. 22 Jul 2019.

Vancouver:

Olukoga T. The perceptions of FE teachers about the impact of in-service initial teacher education on their professional development and practice. [Internet] [Doctoral dissertation]. University of Huddersfield; 2015. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/25506/1/tolukogafinalthesis.pdf.

Council of Science Editors:

Olukoga T. The perceptions of FE teachers about the impact of in-service initial teacher education on their professional development and practice. [Doctoral Dissertation]. University of Huddersfield; 2015. Available from: http://eprints.hud.ac.uk/id/eprint/25506/1/tolukogafinalthesis.pdf


University of Huddersfield

8. Rushton, Ian. Acting like teachers: re-thinking educational identities in the Lifelong Learning Sector.

Degree: 2014, University of Huddersfield

 This thesis is a story and the research that underpins it is intended as a significant contribution to an under-researched body of knowledge concerned with… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Rushton, I. (2014). Acting like teachers: re-thinking educational identities in the Lifelong Learning Sector. (Thesis). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34155/1/Ian%20Rushton%20-Thesis%20-%20post-viva%20version%20at%204-7-14.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rushton, Ian. “Acting like teachers: re-thinking educational identities in the Lifelong Learning Sector.” 2014. Thesis, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/34155/1/Ian%20Rushton%20-Thesis%20-%20post-viva%20version%20at%204-7-14.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rushton, Ian. “Acting like teachers: re-thinking educational identities in the Lifelong Learning Sector.” 2014. Web. 22 Jul 2019.

Vancouver:

Rushton I. Acting like teachers: re-thinking educational identities in the Lifelong Learning Sector. [Internet] [Thesis]. University of Huddersfield; 2014. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/34155/1/Ian%20Rushton%20-Thesis%20-%20post-viva%20version%20at%204-7-14.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rushton I. Acting like teachers: re-thinking educational identities in the Lifelong Learning Sector. [Thesis]. University of Huddersfield; 2014. Available from: http://eprints.hud.ac.uk/id/eprint/34155/1/Ian%20Rushton%20-Thesis%20-%20post-viva%20version%20at%204-7-14.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Huddersfield

9. Naveed, Maryam. The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading.

Degree: 2016, University of Huddersfield

 There has been considerable controversy over the effective approach to teach early reading known as phonics versus whole language. However, synthetic phonics as prime method… (more)

Subjects/Keywords: L Education (General)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Naveed, M. (2016). The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34425/1/FINAL%20THESIS%20-%20Naveed.pdf

Chicago Manual of Style (16th Edition):

Naveed, Maryam. “The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading.” 2016. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/34425/1/FINAL%20THESIS%20-%20Naveed.pdf.

MLA Handbook (7th Edition):

Naveed, Maryam. “The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading.” 2016. Web. 22 Jul 2019.

Vancouver:

Naveed M. The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading. [Internet] [Doctoral dissertation]. University of Huddersfield; 2016. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/34425/1/FINAL%20THESIS%20-%20Naveed.pdf.

Council of Science Editors:

Naveed M. The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading. [Doctoral Dissertation]. University of Huddersfield; 2016. Available from: http://eprints.hud.ac.uk/id/eprint/34425/1/FINAL%20THESIS%20-%20Naveed.pdf


University of Huddersfield

10. Tweddell, Simon. Introducing Team-Based Learning in a Pharmacy Curriculum: A Qualitative Study of Staff and Student Experiences.

Degree: 2018, University of Huddersfield

 There is an increasing move towards an outcomes-based approach to educating healthcare professionals including the development of key skills such as problem-solving and critical thinking.… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Tweddell, S. (2018). Introducing Team-Based Learning in a Pharmacy Curriculum: A Qualitative Study of Staff and Student Experiences. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34528/1/Simon%20Tweddell%20FINAL%20THESIS.PDF

Chicago Manual of Style (16th Edition):

Tweddell, Simon. “Introducing Team-Based Learning in a Pharmacy Curriculum: A Qualitative Study of Staff and Student Experiences.” 2018. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/34528/1/Simon%20Tweddell%20FINAL%20THESIS.PDF.

MLA Handbook (7th Edition):

Tweddell, Simon. “Introducing Team-Based Learning in a Pharmacy Curriculum: A Qualitative Study of Staff and Student Experiences.” 2018. Web. 22 Jul 2019.

Vancouver:

Tweddell S. Introducing Team-Based Learning in a Pharmacy Curriculum: A Qualitative Study of Staff and Student Experiences. [Internet] [Doctoral dissertation]. University of Huddersfield; 2018. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/34528/1/Simon%20Tweddell%20FINAL%20THESIS.PDF.

Council of Science Editors:

Tweddell S. Introducing Team-Based Learning in a Pharmacy Curriculum: A Qualitative Study of Staff and Student Experiences. [Doctoral Dissertation]. University of Huddersfield; 2018. Available from: http://eprints.hud.ac.uk/id/eprint/34528/1/Simon%20Tweddell%20FINAL%20THESIS.PDF


University of Huddersfield

11. Baker, Tina. Vocation for Vocations Sake.

Degree: 2018, University of Huddersfield

 Under the Coalition Government the Education system within the UK was subject to much change and the Further Education section was among the most affected.… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Baker, T. (2018). Vocation for Vocations Sake. (Masters Thesis). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34538/1/Tina%20Baker%20FINAL%20THESIS.PDF

Chicago Manual of Style (16th Edition):

Baker, Tina. “Vocation for Vocations Sake.” 2018. Masters Thesis, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/34538/1/Tina%20Baker%20FINAL%20THESIS.PDF.

MLA Handbook (7th Edition):

Baker, Tina. “Vocation for Vocations Sake.” 2018. Web. 22 Jul 2019.

Vancouver:

Baker T. Vocation for Vocations Sake. [Internet] [Masters thesis]. University of Huddersfield; 2018. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/34538/1/Tina%20Baker%20FINAL%20THESIS.PDF.

Council of Science Editors:

Baker T. Vocation for Vocations Sake. [Masters Thesis]. University of Huddersfield; 2018. Available from: http://eprints.hud.ac.uk/id/eprint/34538/1/Tina%20Baker%20FINAL%20THESIS.PDF


University of Huddersfield

12. Dyer, Mary A. What does it mean to be an early years practitioner: an investigation into the professional identity of graduate early years practitioners.

Degree: 2018, University of Huddersfield

 This study explores the impact of government-driven change (DfEE, 198; DfES, 2006, DCSF, 2008; DfE, 2017b), within a sector largely comprising privately owned and managed… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Dyer, M. A. (2018). What does it mean to be an early years practitioner: an investigation into the professional identity of graduate early years practitioners. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34584/1/Mary%20Dyer%20%20FINAL%20THESIS.PDF

Chicago Manual of Style (16th Edition):

Dyer, Mary A. “What does it mean to be an early years practitioner: an investigation into the professional identity of graduate early years practitioners.” 2018. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/34584/1/Mary%20Dyer%20%20FINAL%20THESIS.PDF.

MLA Handbook (7th Edition):

Dyer, Mary A. “What does it mean to be an early years practitioner: an investigation into the professional identity of graduate early years practitioners.” 2018. Web. 22 Jul 2019.

Vancouver:

Dyer MA. What does it mean to be an early years practitioner: an investigation into the professional identity of graduate early years practitioners. [Internet] [Doctoral dissertation]. University of Huddersfield; 2018. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/34584/1/Mary%20Dyer%20%20FINAL%20THESIS.PDF.

Council of Science Editors:

Dyer MA. What does it mean to be an early years practitioner: an investigation into the professional identity of graduate early years practitioners. [Doctoral Dissertation]. University of Huddersfield; 2018. Available from: http://eprints.hud.ac.uk/id/eprint/34584/1/Mary%20Dyer%20%20FINAL%20THESIS.PDF


University of Huddersfield

13. Alshibany, Entessar. Libyan Teachers’ Beliefs about Teaching English as a Foreign Language at Preparatory and Secondary Schools: Teaching Methodology, Curriculum and Professional Development.

Degree: 2018, University of Huddersfield

 This thesis aims to develop an understanding and explanation about what Libyan teachers think and believe about teaching English. It examines how they regard themselves… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Alshibany, E. (2018). Libyan Teachers’ Beliefs about Teaching English as a Foreign Language at Preparatory and Secondary Schools: Teaching Methodology, Curriculum and Professional Development. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34604/1/Entessar%20Alshibany%20Final%20thesis.pdf

Chicago Manual of Style (16th Edition):

Alshibany, Entessar. “Libyan Teachers’ Beliefs about Teaching English as a Foreign Language at Preparatory and Secondary Schools: Teaching Methodology, Curriculum and Professional Development.” 2018. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/34604/1/Entessar%20Alshibany%20Final%20thesis.pdf.

MLA Handbook (7th Edition):

Alshibany, Entessar. “Libyan Teachers’ Beliefs about Teaching English as a Foreign Language at Preparatory and Secondary Schools: Teaching Methodology, Curriculum and Professional Development.” 2018. Web. 22 Jul 2019.

Vancouver:

Alshibany E. Libyan Teachers’ Beliefs about Teaching English as a Foreign Language at Preparatory and Secondary Schools: Teaching Methodology, Curriculum and Professional Development. [Internet] [Doctoral dissertation]. University of Huddersfield; 2018. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/34604/1/Entessar%20Alshibany%20Final%20thesis.pdf.

Council of Science Editors:

Alshibany E. Libyan Teachers’ Beliefs about Teaching English as a Foreign Language at Preparatory and Secondary Schools: Teaching Methodology, Curriculum and Professional Development. [Doctoral Dissertation]. University of Huddersfield; 2018. Available from: http://eprints.hud.ac.uk/id/eprint/34604/1/Entessar%20Alshibany%20Final%20thesis.pdf


University of Huddersfield

14. Delaney, Elizabeth. The Scientist in Fiction How Do Primary School Children Engage with Fictional Representations of Science and Scientists?.

Degree: 2018, University of Huddersfield

 Although for decades attempts have been made to persuade young people toward careers in science, there still exists a global shortage of science and engineering… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Delaney, E. (2018). The Scientist in Fiction How Do Primary School Children Engage with Fictional Representations of Science and Scientists?. (Masters Thesis). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/34668/1/FINAL%20THESIS.pdf

Chicago Manual of Style (16th Edition):

Delaney, Elizabeth. “The Scientist in Fiction How Do Primary School Children Engage with Fictional Representations of Science and Scientists?.” 2018. Masters Thesis, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/34668/1/FINAL%20THESIS.pdf.

MLA Handbook (7th Edition):

Delaney, Elizabeth. “The Scientist in Fiction How Do Primary School Children Engage with Fictional Representations of Science and Scientists?.” 2018. Web. 22 Jul 2019.

Vancouver:

Delaney E. The Scientist in Fiction How Do Primary School Children Engage with Fictional Representations of Science and Scientists?. [Internet] [Masters thesis]. University of Huddersfield; 2018. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/34668/1/FINAL%20THESIS.pdf.

Council of Science Editors:

Delaney E. The Scientist in Fiction How Do Primary School Children Engage with Fictional Representations of Science and Scientists?. [Masters Thesis]. University of Huddersfield; 2018. Available from: http://eprints.hud.ac.uk/id/eprint/34668/1/FINAL%20THESIS.pdf


University of Huddersfield

15. Woodhouse, Fiona. Selecting potential teachers-gatekeepers and gut feelings.

Degree: 2009, University of Huddersfield

 One route to becoming a qualified teacher in England is to complete a Post Graduate Certificate in Education. The first obstacle for these potential teachers… (more)

Subjects/Keywords: L Education (General)

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

APA (6th Edition):

Woodhouse, F. (2009). Selecting potential teachers-gatekeepers and gut feelings. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/7057/1/fwoodhousefinalthesis.pdf

Chicago Manual of Style (16th Edition):

Woodhouse, Fiona. “Selecting potential teachers-gatekeepers and gut feelings.” 2009. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/7057/1/fwoodhousefinalthesis.pdf.

MLA Handbook (7th Edition):

Woodhouse, Fiona. “Selecting potential teachers-gatekeepers and gut feelings.” 2009. Web. 22 Jul 2019.

Vancouver:

Woodhouse F. Selecting potential teachers-gatekeepers and gut feelings. [Internet] [Doctoral dissertation]. University of Huddersfield; 2009. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/7057/1/fwoodhousefinalthesis.pdf.

Council of Science Editors:

Woodhouse F. Selecting potential teachers-gatekeepers and gut feelings. [Doctoral Dissertation]. University of Huddersfield; 2009. Available from: http://eprints.hud.ac.uk/id/eprint/7057/1/fwoodhousefinalthesis.pdf


University of Huddersfield

16. Swift, John. Education and Employment: the influences on young people’s career decision making in Antigua and the UK.

Degree: 2009, University of Huddersfield

 The thesis looks at the issue of career choice and decision-making through the eyes of young people in Antigua and in England. It provides an… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Swift, J. (2009). Education and Employment: the influences on young people’s career decision making in Antigua and the UK. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/7064/1/jswiftfinalthesis.pdf

Chicago Manual of Style (16th Edition):

Swift, John. “Education and Employment: the influences on young people’s career decision making in Antigua and the UK.” 2009. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/7064/1/jswiftfinalthesis.pdf.

MLA Handbook (7th Edition):

Swift, John. “Education and Employment: the influences on young people’s career decision making in Antigua and the UK.” 2009. Web. 22 Jul 2019.

Vancouver:

Swift J. Education and Employment: the influences on young people’s career decision making in Antigua and the UK. [Internet] [Doctoral dissertation]. University of Huddersfield; 2009. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/7064/1/jswiftfinalthesis.pdf.

Council of Science Editors:

Swift J. Education and Employment: the influences on young people’s career decision making in Antigua and the UK. [Doctoral Dissertation]. University of Huddersfield; 2009. Available from: http://eprints.hud.ac.uk/id/eprint/7064/1/jswiftfinalthesis.pdf


University of Huddersfield

17. Kniveton, Karen. Conceptualising collaboration in context: an exploration of the collaborative experiences of academics in health and social care.

Degree: 2009, University of Huddersfield

 This thesis contains the findings of a qualitative research project that addressed the question ‘why collaborate? Focus was on the experiences of academics in health… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Kniveton, K. (2009). Conceptualising collaboration in context: an exploration of the collaborative experiences of academics in health and social care. (Thesis). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/9044/1/kknivetonfinalthesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kniveton, Karen. “Conceptualising collaboration in context: an exploration of the collaborative experiences of academics in health and social care.” 2009. Thesis, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/9044/1/kknivetonfinalthesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kniveton, Karen. “Conceptualising collaboration in context: an exploration of the collaborative experiences of academics in health and social care.” 2009. Web. 22 Jul 2019.

Vancouver:

Kniveton K. Conceptualising collaboration in context: an exploration of the collaborative experiences of academics in health and social care. [Internet] [Thesis]. University of Huddersfield; 2009. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/9044/1/kknivetonfinalthesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kniveton K. Conceptualising collaboration in context: an exploration of the collaborative experiences of academics in health and social care. [Thesis]. University of Huddersfield; 2009. Available from: http://eprints.hud.ac.uk/id/eprint/9044/1/kknivetonfinalthesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Huddersfield

18. Byrne, Victoria. Emotion and professional identities: A comparative study of professionals in Further Education and learning disability support services.

Degree: 2011, University of Huddersfield

 This research observes and compares the emotions and professional identities of professionals working in Further Education in the Metropolitan Borough of Kirklees, and for a… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Byrne, V. (2011). Emotion and professional identities: A comparative study of professionals in Further Education and learning disability support services. (Masters Thesis). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/11192/1/vbyrnefinalthesis.pdf

Chicago Manual of Style (16th Edition):

Byrne, Victoria. “Emotion and professional identities: A comparative study of professionals in Further Education and learning disability support services.” 2011. Masters Thesis, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/11192/1/vbyrnefinalthesis.pdf.

MLA Handbook (7th Edition):

Byrne, Victoria. “Emotion and professional identities: A comparative study of professionals in Further Education and learning disability support services.” 2011. Web. 22 Jul 2019.

Vancouver:

Byrne V. Emotion and professional identities: A comparative study of professionals in Further Education and learning disability support services. [Internet] [Masters thesis]. University of Huddersfield; 2011. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/11192/1/vbyrnefinalthesis.pdf.

Council of Science Editors:

Byrne V. Emotion and professional identities: A comparative study of professionals in Further Education and learning disability support services. [Masters Thesis]. University of Huddersfield; 2011. Available from: http://eprints.hud.ac.uk/id/eprint/11192/1/vbyrnefinalthesis.pdf


University of Huddersfield

19. Dangerfield, Anthony Samuel. School self-evaluation in action: A case study in the North-West of England.

Degree: 2012, University of Huddersfield

 research examines the development of a self-evaluation model within a secondary school environment. The study investigates the contributing factors that influence the development of a… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Dangerfield, A. S. (2012). School self-evaluation in action: A case study in the North-West of England. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/14043/1/Anthony_Dangerfield_Final_Thesis.pdf

Chicago Manual of Style (16th Edition):

Dangerfield, Anthony Samuel. “School self-evaluation in action: A case study in the North-West of England.” 2012. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/14043/1/Anthony_Dangerfield_Final_Thesis.pdf.

MLA Handbook (7th Edition):

Dangerfield, Anthony Samuel. “School self-evaluation in action: A case study in the North-West of England.” 2012. Web. 22 Jul 2019.

Vancouver:

Dangerfield AS. School self-evaluation in action: A case study in the North-West of England. [Internet] [Doctoral dissertation]. University of Huddersfield; 2012. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/14043/1/Anthony_Dangerfield_Final_Thesis.pdf.

Council of Science Editors:

Dangerfield AS. School self-evaluation in action: A case study in the North-West of England. [Doctoral Dissertation]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/14043/1/Anthony_Dangerfield_Final_Thesis.pdf


University of Huddersfield

20. Peng, Ying. The New Teaching Requirements and the Influence of Assessment: A Case Study of College English Reform in China.

Degree: 2011, University of Huddersfield

 College English reform is one of the main elements in the drive to improve the quality of higher education in China so that it meets… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Peng, Y. (2011). The New Teaching Requirements and the Influence of Assessment: A Case Study of College English Reform in China. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/14052/1/Final_Thesis_11-05-12.pdf

Chicago Manual of Style (16th Edition):

Peng, Ying. “The New Teaching Requirements and the Influence of Assessment: A Case Study of College English Reform in China.” 2011. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/14052/1/Final_Thesis_11-05-12.pdf.

MLA Handbook (7th Edition):

Peng, Ying. “The New Teaching Requirements and the Influence of Assessment: A Case Study of College English Reform in China.” 2011. Web. 22 Jul 2019.

Vancouver:

Peng Y. The New Teaching Requirements and the Influence of Assessment: A Case Study of College English Reform in China. [Internet] [Doctoral dissertation]. University of Huddersfield; 2011. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/14052/1/Final_Thesis_11-05-12.pdf.

Council of Science Editors:

Peng Y. The New Teaching Requirements and the Influence of Assessment: A Case Study of College English Reform in China. [Doctoral Dissertation]. University of Huddersfield; 2011. Available from: http://eprints.hud.ac.uk/id/eprint/14052/1/Final_Thesis_11-05-12.pdf


University of Huddersfield

21. Conlon, Jo. A Case Study to Investigate the Reconceptualization of an Undergraduate Module as a Collaborative Learning Space Mimicking Industrial Practice to Provide the Opportunity for Participation and Practice and to Enhance Learning and Employability.

Degree: 2012, University of Huddersfield

 The research presents a case study undertaken as part of postgraduate research. This postgraduate qualification in professional development was undertaken by the researcher to facilitate… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Conlon, J. (2012). A Case Study to Investigate the Reconceptualization of an Undergraduate Module as a Collaborative Learning Space Mimicking Industrial Practice to Provide the Opportunity for Participation and Practice and to Enhance Learning and Employability. (Masters Thesis). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/15993/1/Jo_Conlon_DMX0160_Dissertation.pdf

Chicago Manual of Style (16th Edition):

Conlon, Jo. “A Case Study to Investigate the Reconceptualization of an Undergraduate Module as a Collaborative Learning Space Mimicking Industrial Practice to Provide the Opportunity for Participation and Practice and to Enhance Learning and Employability.” 2012. Masters Thesis, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/15993/1/Jo_Conlon_DMX0160_Dissertation.pdf.

MLA Handbook (7th Edition):

Conlon, Jo. “A Case Study to Investigate the Reconceptualization of an Undergraduate Module as a Collaborative Learning Space Mimicking Industrial Practice to Provide the Opportunity for Participation and Practice and to Enhance Learning and Employability.” 2012. Web. 22 Jul 2019.

Vancouver:

Conlon J. A Case Study to Investigate the Reconceptualization of an Undergraduate Module as a Collaborative Learning Space Mimicking Industrial Practice to Provide the Opportunity for Participation and Practice and to Enhance Learning and Employability. [Internet] [Masters thesis]. University of Huddersfield; 2012. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/15993/1/Jo_Conlon_DMX0160_Dissertation.pdf.

Council of Science Editors:

Conlon J. A Case Study to Investigate the Reconceptualization of an Undergraduate Module as a Collaborative Learning Space Mimicking Industrial Practice to Provide the Opportunity for Participation and Practice and to Enhance Learning and Employability. [Masters Thesis]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/15993/1/Jo_Conlon_DMX0160_Dissertation.pdf


University of Huddersfield

22. Bennett, Elizabeth. Learning from the early adopters: Web 2.0 tools, pedagogic practices and the development of the digital practitioner.

Degree: 2012, University of Huddersfield

 The radical and transformative potential of Web 2.0 tools to impact on learning has been widely discussed. Their promise is of participative, collaborative learning in… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Bennett, E. (2012). Learning from the early adopters: Web 2.0 tools, pedagogic practices and the development of the digital practitioner. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/17486/1/E_Bennett_-_Final_Thesis.pdf

Chicago Manual of Style (16th Edition):

Bennett, Elizabeth. “Learning from the early adopters: Web 2.0 tools, pedagogic practices and the development of the digital practitioner.” 2012. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/17486/1/E_Bennett_-_Final_Thesis.pdf.

MLA Handbook (7th Edition):

Bennett, Elizabeth. “Learning from the early adopters: Web 2.0 tools, pedagogic practices and the development of the digital practitioner.” 2012. Web. 22 Jul 2019.

Vancouver:

Bennett E. Learning from the early adopters: Web 2.0 tools, pedagogic practices and the development of the digital practitioner. [Internet] [Doctoral dissertation]. University of Huddersfield; 2012. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/17486/1/E_Bennett_-_Final_Thesis.pdf.

Council of Science Editors:

Bennett E. Learning from the early adopters: Web 2.0 tools, pedagogic practices and the development of the digital practitioner. [Doctoral Dissertation]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/17486/1/E_Bennett_-_Final_Thesis.pdf


University of Huddersfield

23. Hyams-Ssekasi, Denis. The Transition of International Sub-Saharan African Students into the UK University system with reference to a University in the North of England.

Degree: 2012, University of Huddersfield

 The study seeks to examine the transition of international Sub-Saharan African students joining a UK University situated in the North of England. This research study… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Hyams-Ssekasi, D. (2012). The Transition of International Sub-Saharan African Students into the UK University system with reference to a University in the North of England. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/17493/1/Final_Thesis.pdf

Chicago Manual of Style (16th Edition):

Hyams-Ssekasi, Denis. “The Transition of International Sub-Saharan African Students into the UK University system with reference to a University in the North of England.” 2012. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/17493/1/Final_Thesis.pdf.

MLA Handbook (7th Edition):

Hyams-Ssekasi, Denis. “The Transition of International Sub-Saharan African Students into the UK University system with reference to a University in the North of England.” 2012. Web. 22 Jul 2019.

Vancouver:

Hyams-Ssekasi D. The Transition of International Sub-Saharan African Students into the UK University system with reference to a University in the North of England. [Internet] [Doctoral dissertation]. University of Huddersfield; 2012. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/17493/1/Final_Thesis.pdf.

Council of Science Editors:

Hyams-Ssekasi D. The Transition of International Sub-Saharan African Students into the UK University system with reference to a University in the North of England. [Doctoral Dissertation]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/17493/1/Final_Thesis.pdf


University of Huddersfield

24. Shaheen, Nisbah. International Students at UK Universities: Critical Thinking- Related Challenges to Academic Writing.

Degree: 2012, University of Huddersfield

 Universities in the UK host considerable numbers of international students pursuing higher degrees, which raises questions about the extent of their adaptation to a new… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Shaheen, N. (2012). International Students at UK Universities: Critical Thinking- Related Challenges to Academic Writing. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/17499/1/Nisbah_Shaheen_-_Final_Thesis.pdf

Chicago Manual of Style (16th Edition):

Shaheen, Nisbah. “International Students at UK Universities: Critical Thinking- Related Challenges to Academic Writing.” 2012. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/17499/1/Nisbah_Shaheen_-_Final_Thesis.pdf.

MLA Handbook (7th Edition):

Shaheen, Nisbah. “International Students at UK Universities: Critical Thinking- Related Challenges to Academic Writing.” 2012. Web. 22 Jul 2019.

Vancouver:

Shaheen N. International Students at UK Universities: Critical Thinking- Related Challenges to Academic Writing. [Internet] [Doctoral dissertation]. University of Huddersfield; 2012. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/17499/1/Nisbah_Shaheen_-_Final_Thesis.pdf.

Council of Science Editors:

Shaheen N. International Students at UK Universities: Critical Thinking- Related Challenges to Academic Writing. [Doctoral Dissertation]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/17499/1/Nisbah_Shaheen_-_Final_Thesis.pdf


University of Huddersfield

25. Nassem, Elizabeth. Where Does Bullying Exist in Children's Everyday Experiences of School?.

Degree: 2012, University of Huddersfield

 The aim of this research is to examine, from children’s perspectives, where bullying exists in their everyday experiences of school. A Foucauldian perspective is used… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Nassem, E. (2012). Where Does Bullying Exist in Children's Everyday Experiences of School?. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/17516/1/THESIS_SUBMISSION_FINAL_2012.pdf

Chicago Manual of Style (16th Edition):

Nassem, Elizabeth. “Where Does Bullying Exist in Children's Everyday Experiences of School?.” 2012. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/17516/1/THESIS_SUBMISSION_FINAL_2012.pdf.

MLA Handbook (7th Edition):

Nassem, Elizabeth. “Where Does Bullying Exist in Children's Everyday Experiences of School?.” 2012. Web. 22 Jul 2019.

Vancouver:

Nassem E. Where Does Bullying Exist in Children's Everyday Experiences of School?. [Internet] [Doctoral dissertation]. University of Huddersfield; 2012. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/17516/1/THESIS_SUBMISSION_FINAL_2012.pdf.

Council of Science Editors:

Nassem E. Where Does Bullying Exist in Children's Everyday Experiences of School?. [Doctoral Dissertation]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/17516/1/THESIS_SUBMISSION_FINAL_2012.pdf


University of Huddersfield

26. Alghaswyneh, Sawsan A I. Teacher stress among Tawjihi teachers in Jordan and their adopted coping strategies to reduce stress.

Degree: 2012, University of Huddersfield

 There has been increasing interest in occupational stress during the last two decades. While studies have been carried out in developed countries, few have been… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Alghaswyneh, S. A. I. (2012). Teacher stress among Tawjihi teachers in Jordan and their adopted coping strategies to reduce stress. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/17520/1/Final_Thesis_-_November_2012.pdf

Chicago Manual of Style (16th Edition):

Alghaswyneh, Sawsan A I. “Teacher stress among Tawjihi teachers in Jordan and their adopted coping strategies to reduce stress.” 2012. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/17520/1/Final_Thesis_-_November_2012.pdf.

MLA Handbook (7th Edition):

Alghaswyneh, Sawsan A I. “Teacher stress among Tawjihi teachers in Jordan and their adopted coping strategies to reduce stress.” 2012. Web. 22 Jul 2019.

Vancouver:

Alghaswyneh SAI. Teacher stress among Tawjihi teachers in Jordan and their adopted coping strategies to reduce stress. [Internet] [Doctoral dissertation]. University of Huddersfield; 2012. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/17520/1/Final_Thesis_-_November_2012.pdf.

Council of Science Editors:

Alghaswyneh SAI. Teacher stress among Tawjihi teachers in Jordan and their adopted coping strategies to reduce stress. [Doctoral Dissertation]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/17520/1/Final_Thesis_-_November_2012.pdf


University of Huddersfield

27. Folley, Susan. Bridging the gap between face-to-face and online teaching : a case study exploring tutors’ early experiences of teaching online in a UK university 2009-2012.

Degree: 2013, University of Huddersfield

 This thesis explores the early experiences of online teaching of a group of tutors employed by a UK post-1992 University, to tutor a group of… (more)

Subjects/Keywords: L Education (General)

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APA (6th Edition):

Folley, S. (2013). Bridging the gap between face-to-face and online teaching : a case study exploring tutors’ early experiences of teaching online in a UK university 2009-2012. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/17524/1/Sue_Folley_-_Final_Thesis.pdf

Chicago Manual of Style (16th Edition):

Folley, Susan. “Bridging the gap between face-to-face and online teaching : a case study exploring tutors’ early experiences of teaching online in a UK university 2009-2012.” 2013. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/17524/1/Sue_Folley_-_Final_Thesis.pdf.

MLA Handbook (7th Edition):

Folley, Susan. “Bridging the gap between face-to-face and online teaching : a case study exploring tutors’ early experiences of teaching online in a UK university 2009-2012.” 2013. Web. 22 Jul 2019.

Vancouver:

Folley S. Bridging the gap between face-to-face and online teaching : a case study exploring tutors’ early experiences of teaching online in a UK university 2009-2012. [Internet] [Doctoral dissertation]. University of Huddersfield; 2013. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/17524/1/Sue_Folley_-_Final_Thesis.pdf.

Council of Science Editors:

Folley S. Bridging the gap between face-to-face and online teaching : a case study exploring tutors’ early experiences of teaching online in a UK university 2009-2012. [Doctoral Dissertation]. University of Huddersfield; 2013. Available from: http://eprints.hud.ac.uk/id/eprint/17524/1/Sue_Folley_-_Final_Thesis.pdf


University of Huddersfield

28. Rae, Rosemary. Trust, Power and the New Professionalism: A Case Study of Service User and Carer Involvement in the Selection of Social Work Students.

Degree: 2012, University of Huddersfield

 In June 2002 the Department of Health upgraded social work training in England, resulting in the Diploma in Social Work being replaced by a new… (more)

Subjects/Keywords: L Education (General)

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

APA (6th Edition):

Rae, R. (2012). Trust, Power and the New Professionalism: A Case Study of Service User and Carer Involvement in the Selection of Social Work Students. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/17527/1/Final_Thesis_-_Oct_12.pdf

Chicago Manual of Style (16th Edition):

Rae, Rosemary. “Trust, Power and the New Professionalism: A Case Study of Service User and Carer Involvement in the Selection of Social Work Students.” 2012. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/17527/1/Final_Thesis_-_Oct_12.pdf.

MLA Handbook (7th Edition):

Rae, Rosemary. “Trust, Power and the New Professionalism: A Case Study of Service User and Carer Involvement in the Selection of Social Work Students.” 2012. Web. 22 Jul 2019.

Vancouver:

Rae R. Trust, Power and the New Professionalism: A Case Study of Service User and Carer Involvement in the Selection of Social Work Students. [Internet] [Doctoral dissertation]. University of Huddersfield; 2012. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/17527/1/Final_Thesis_-_Oct_12.pdf.

Council of Science Editors:

Rae R. Trust, Power and the New Professionalism: A Case Study of Service User and Carer Involvement in the Selection of Social Work Students. [Doctoral Dissertation]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/17527/1/Final_Thesis_-_Oct_12.pdf


University of Huddersfield

29. Harrison Woods, Paula L. Higher Education Institutions’ Responses to Risk: A Critical Discourse Analysis.

Degree: 2012, University of Huddersfield

 Increased concerns about students who present a risk to self or others have been documented in the literature since the 1990s. In particular, concern has… (more)

Subjects/Keywords: L Education (General)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Harrison Woods, P. L. (2012). Higher Education Institutions’ Responses to Risk: A Critical Discourse Analysis. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/17531/1/Final_Thesis_-_Sept_2012.pdf

Chicago Manual of Style (16th Edition):

Harrison Woods, Paula L. “Higher Education Institutions’ Responses to Risk: A Critical Discourse Analysis.” 2012. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/17531/1/Final_Thesis_-_Sept_2012.pdf.

MLA Handbook (7th Edition):

Harrison Woods, Paula L. “Higher Education Institutions’ Responses to Risk: A Critical Discourse Analysis.” 2012. Web. 22 Jul 2019.

Vancouver:

Harrison Woods PL. Higher Education Institutions’ Responses to Risk: A Critical Discourse Analysis. [Internet] [Doctoral dissertation]. University of Huddersfield; 2012. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/17531/1/Final_Thesis_-_Sept_2012.pdf.

Council of Science Editors:

Harrison Woods PL. Higher Education Institutions’ Responses to Risk: A Critical Discourse Analysis. [Doctoral Dissertation]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/17531/1/Final_Thesis_-_Sept_2012.pdf


University of Huddersfield

30. Miah, Shamim. Muslim discourses on integration and schooling.

Degree: 2012, University of Huddersfield

 Since 2001 Muslim communities in Britain have largely been governed through the educational policy framing of integration and segregation. This Manichean bio-construct sees mono-cultural ethnic… (more)

Subjects/Keywords: L Education (General)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Miah, S. (2012). Muslim discourses on integration and schooling. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/17536/1/Shamim_Miah_-_Final_Thesis.pdf

Chicago Manual of Style (16th Edition):

Miah, Shamim. “Muslim discourses on integration and schooling.” 2012. Doctoral Dissertation, University of Huddersfield. Accessed July 22, 2019. http://eprints.hud.ac.uk/id/eprint/17536/1/Shamim_Miah_-_Final_Thesis.pdf.

MLA Handbook (7th Edition):

Miah, Shamim. “Muslim discourses on integration and schooling.” 2012. Web. 22 Jul 2019.

Vancouver:

Miah S. Muslim discourses on integration and schooling. [Internet] [Doctoral dissertation]. University of Huddersfield; 2012. [cited 2019 Jul 22]. Available from: http://eprints.hud.ac.uk/id/eprint/17536/1/Shamim_Miah_-_Final_Thesis.pdf.

Council of Science Editors:

Miah S. Muslim discourses on integration and schooling. [Doctoral Dissertation]. University of Huddersfield; 2012. Available from: http://eprints.hud.ac.uk/id/eprint/17536/1/Shamim_Miah_-_Final_Thesis.pdf

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