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Level: d_ep  Language: English

You searched for subject:( L gica matem tica n o cl ssica). Showing records 1 – 16 of 16 total matches.

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University of Birmingham

1. Alexander, Fiona Claire. The overlapping phenomenology of autism spectrum disorder and the enduring effects of early attachment experiences: an exploration of educational psychologists’ perspectives and problem analysis processes.

Degree: d_ep, College of Social Sciences, 2017, University of Birmingham

 This study explored the perspectives and practices of Educational Psychologists (EPs) who had encountered the apparent overlapping phenomenology of autism spectrum disorders and the enduring… (more)

Subjects/Keywords: BF Psychology; L Education (General)

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APA (6th Edition):

Alexander, F. C. (2017). The overlapping phenomenology of autism spectrum disorder and the enduring effects of early attachment experiences: an exploration of educational psychologists’ perspectives and problem analysis processes. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/7664/

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):

Alexander, Fiona Claire. “The overlapping phenomenology of autism spectrum disorder and the enduring effects of early attachment experiences: an exploration of educational psychologists’ perspectives and problem analysis processes.” 2017. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/7664/.

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

MLA Handbook (7th Edition):

Alexander, Fiona Claire. “The overlapping phenomenology of autism spectrum disorder and the enduring effects of early attachment experiences: an exploration of educational psychologists’ perspectives and problem analysis processes.” 2017. Web. 15 Sep 2019.

Vancouver:

Alexander FC. The overlapping phenomenology of autism spectrum disorder and the enduring effects of early attachment experiences: an exploration of educational psychologists’ perspectives and problem analysis processes. [Internet] [Thesis]. University of Birmingham; 2017. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/7664/.

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

Council of Science Editors:

Alexander FC. The overlapping phenomenology of autism spectrum disorder and the enduring effects of early attachment experiences: an exploration of educational psychologists’ perspectives and problem analysis processes. [Thesis]. University of Birmingham; 2017. Available from: http://etheses.bham.ac.uk//id/eprint/7664/

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


University of Birmingham

2. Atwell, Anthony O'Brien. An exploration of how schools cope psychologically with a critical incident, considering support processes, with particular reference to decision-making regarding outside support, especially support available from a local authority C.I.R.T (Critical Incident Response Team).

Degree: d_ep, College of Social Sciences, 2017, University of Birmingham

 The thesis explores how schools cope psychologically with a Critical Incident, from the perspectives of the school decision-makers. It examines support strategies in the short,… (more)

Subjects/Keywords: BF Psychology; L Education (General)

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APA (6th Edition):

Atwell, A. O. (2017). An exploration of how schools cope psychologically with a critical incident, considering support processes, with particular reference to decision-making regarding outside support, especially support available from a local authority C.I.R.T (Critical Incident Response Team). (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/7722/

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):

Atwell, Anthony O'Brien. “An exploration of how schools cope psychologically with a critical incident, considering support processes, with particular reference to decision-making regarding outside support, especially support available from a local authority C.I.R.T (Critical Incident Response Team).” 2017. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/7722/.

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

MLA Handbook (7th Edition):

Atwell, Anthony O'Brien. “An exploration of how schools cope psychologically with a critical incident, considering support processes, with particular reference to decision-making regarding outside support, especially support available from a local authority C.I.R.T (Critical Incident Response Team).” 2017. Web. 15 Sep 2019.

Vancouver:

Atwell AO. An exploration of how schools cope psychologically with a critical incident, considering support processes, with particular reference to decision-making regarding outside support, especially support available from a local authority C.I.R.T (Critical Incident Response Team). [Internet] [Thesis]. University of Birmingham; 2017. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/7722/.

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

Council of Science Editors:

Atwell AO. An exploration of how schools cope psychologically with a critical incident, considering support processes, with particular reference to decision-making regarding outside support, especially support available from a local authority C.I.R.T (Critical Incident Response Team). [Thesis]. University of Birmingham; 2017. Available from: http://etheses.bham.ac.uk//id/eprint/7722/

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


University of Birmingham

3. Samra, H. Sam. A narrative exploration of sense-making, self, and identity in young people diagnosed with an autism spectrum condition.

Degree: d_ep, College of Social Sciences, 2016, University of Birmingham

 Autism Spectrum Conditions (ASCs) are part of the life course of some individuals and as such there are significant implications in relation to matters of… (more)

Subjects/Keywords: BF Psychology; HM Sociology; L Education (General)

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APA (6th Edition):

Samra, H. S. (2016). A narrative exploration of sense-making, self, and identity in young people diagnosed with an autism spectrum condition. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/6719/

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):

Samra, H Sam. “A narrative exploration of sense-making, self, and identity in young people diagnosed with an autism spectrum condition.” 2016. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/6719/.

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

MLA Handbook (7th Edition):

Samra, H Sam. “A narrative exploration of sense-making, self, and identity in young people diagnosed with an autism spectrum condition.” 2016. Web. 15 Sep 2019.

Vancouver:

Samra HS. A narrative exploration of sense-making, self, and identity in young people diagnosed with an autism spectrum condition. [Internet] [Thesis]. University of Birmingham; 2016. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/6719/.

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

Council of Science Editors:

Samra HS. A narrative exploration of sense-making, self, and identity in young people diagnosed with an autism spectrum condition. [Thesis]. University of Birmingham; 2016. Available from: http://etheses.bham.ac.uk//id/eprint/6719/

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


University of Birmingham

4. Lewis, Anna MJ. Can Appreciative Inquiry give primary school children voice and influence over their writing lessons? An exploratory multiple case study of three classes of primary children and their teachers using Appreciative Inquiry (AI) to: facilitate pupil participation; create new learning experiences in writing lessons; and help to evaluate the AI process in schools.

Degree: d_ep, College of Social Sciences, 2016, University of Birmingham

 This multiple case study explored the potential for Appreciative Inquiry (AI) to give three classes of primary children voice and influence over decisions that affect… (more)

Subjects/Keywords: L Education (General); LB1501 Primary Education; LB2361 Curriculum

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APA (6th Edition):

Lewis, A. M. (2016). Can Appreciative Inquiry give primary school children voice and influence over their writing lessons? An exploratory multiple case study of three classes of primary children and their teachers using Appreciative Inquiry (AI) to: facilitate pupil participation; create new learning experiences in writing lessons; and help to evaluate the AI process in schools. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/6555/

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):

Lewis, Anna MJ. “Can Appreciative Inquiry give primary school children voice and influence over their writing lessons? An exploratory multiple case study of three classes of primary children and their teachers using Appreciative Inquiry (AI) to: facilitate pupil participation; create new learning experiences in writing lessons; and help to evaluate the AI process in schools.” 2016. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/6555/.

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

MLA Handbook (7th Edition):

Lewis, Anna MJ. “Can Appreciative Inquiry give primary school children voice and influence over their writing lessons? An exploratory multiple case study of three classes of primary children and their teachers using Appreciative Inquiry (AI) to: facilitate pupil participation; create new learning experiences in writing lessons; and help to evaluate the AI process in schools.” 2016. Web. 15 Sep 2019.

Vancouver:

Lewis AM. Can Appreciative Inquiry give primary school children voice and influence over their writing lessons? An exploratory multiple case study of three classes of primary children and their teachers using Appreciative Inquiry (AI) to: facilitate pupil participation; create new learning experiences in writing lessons; and help to evaluate the AI process in schools. [Internet] [Thesis]. University of Birmingham; 2016. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/6555/.

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

Council of Science Editors:

Lewis AM. Can Appreciative Inquiry give primary school children voice and influence over their writing lessons? An exploratory multiple case study of three classes of primary children and their teachers using Appreciative Inquiry (AI) to: facilitate pupil participation; create new learning experiences in writing lessons; and help to evaluate the AI process in schools. [Thesis]. University of Birmingham; 2016. Available from: http://etheses.bham.ac.uk//id/eprint/6555/

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


University of Birmingham

5. Shepherd, Deborah Pamela. The promotion of mental health and emotional wellbeing of children (5–13) through participatory partnership work with school communities in one local authority: a realistic evaluation of the ‘treasure project’, a three-year children’s fund project.

Degree: d_ep, College of Social Sciences, 2011, University of Birmingham

 This is an evaluative study of an ecological, multi-faceted, multi-levelled school-based mental health and emotional wellbeing project , called the ‘Treasure Project’. The project team… (more)

Subjects/Keywords: LB1501 Primary Education; BF Psychology; L Education (General)

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APA (6th Edition):

Shepherd, D. P. (2011). The promotion of mental health and emotional wellbeing of children (5–13) through participatory partnership work with school communities in one local authority: a realistic evaluation of the ‘treasure project’, a three-year children’s fund project. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/1613/

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):

Shepherd, Deborah Pamela. “The promotion of mental health and emotional wellbeing of children (5–13) through participatory partnership work with school communities in one local authority: a realistic evaluation of the ‘treasure project’, a three-year children’s fund project.” 2011. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/1613/.

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

MLA Handbook (7th Edition):

Shepherd, Deborah Pamela. “The promotion of mental health and emotional wellbeing of children (5–13) through participatory partnership work with school communities in one local authority: a realistic evaluation of the ‘treasure project’, a three-year children’s fund project.” 2011. Web. 15 Sep 2019.

Vancouver:

Shepherd DP. The promotion of mental health and emotional wellbeing of children (5–13) through participatory partnership work with school communities in one local authority: a realistic evaluation of the ‘treasure project’, a three-year children’s fund project. [Internet] [Thesis]. University of Birmingham; 2011. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/1613/.

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

Council of Science Editors:

Shepherd DP. The promotion of mental health and emotional wellbeing of children (5–13) through participatory partnership work with school communities in one local authority: a realistic evaluation of the ‘treasure project’, a three-year children’s fund project. [Thesis]. University of Birmingham; 2011. Available from: http://etheses.bham.ac.uk//id/eprint/1613/

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


University of Birmingham

6. Tansley, Jayne. What are the experiences of parents of children with autism who attend a residential school? an exploratory study using interpretative phenomenological analysis.

Degree: d_ep, College of Social Sciences, 2014, University of Birmingham

 Children with autism and additional complex needs experience difficulties in social interaction and communication which are often manifested by extremely challenging behaviour that is difficult… (more)

Subjects/Keywords: L Education (General); LC Special aspects of education

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APA (6th Edition):

Tansley, J. (2014). What are the experiences of parents of children with autism who attend a residential school? an exploratory study using interpretative phenomenological analysis. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/4981/

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):

Tansley, Jayne. “What are the experiences of parents of children with autism who attend a residential school? an exploratory study using interpretative phenomenological analysis.” 2014. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/4981/.

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

MLA Handbook (7th Edition):

Tansley, Jayne. “What are the experiences of parents of children with autism who attend a residential school? an exploratory study using interpretative phenomenological analysis.” 2014. Web. 15 Sep 2019.

Vancouver:

Tansley J. What are the experiences of parents of children with autism who attend a residential school? an exploratory study using interpretative phenomenological analysis. [Internet] [Thesis]. University of Birmingham; 2014. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/4981/.

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

Council of Science Editors:

Tansley J. What are the experiences of parents of children with autism who attend a residential school? an exploratory study using interpretative phenomenological analysis. [Thesis]. University of Birmingham; 2014. Available from: http://etheses.bham.ac.uk//id/eprint/4981/

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


University of Birmingham

7. Cozens, Julie Ann. Appreciating the contribution of teaching assistants (TAs): a study of TAs’ descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach.

Degree: d_ep, College of Social Sciences, 2014, University of Birmingham

 TAs comprise a substantial proportion of the staff in both primary and secondary schools and occupy a key role in the support of pupils identified… (more)

Subjects/Keywords: L Education (General); LC Special aspects of education

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APA (6th Edition):

Cozens, J. A. (2014). Appreciating the contribution of teaching assistants (TAs): a study of TAs’ descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/5128/

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):

Cozens, Julie Ann. “Appreciating the contribution of teaching assistants (TAs): a study of TAs’ descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach.” 2014. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/5128/.

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

MLA Handbook (7th Edition):

Cozens, Julie Ann. “Appreciating the contribution of teaching assistants (TAs): a study of TAs’ descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach.” 2014. Web. 15 Sep 2019.

Vancouver:

Cozens JA. Appreciating the contribution of teaching assistants (TAs): a study of TAs’ descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach. [Internet] [Thesis]. University of Birmingham; 2014. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/5128/.

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

Council of Science Editors:

Cozens JA. Appreciating the contribution of teaching assistants (TAs): a study of TAs’ descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach. [Thesis]. University of Birmingham; 2014. Available from: http://etheses.bham.ac.uk//id/eprint/5128/

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


University of Birmingham

8. de Montjoie Rudolf, Julia. Helping vulnerable young people make a successful transfer to secondary school: an evaluation of the effectiveness of a nurture group approach.

Degree: d_ep, College of Social Sciences, 2015, University of Birmingham

 This study describes and evaluates an approach to supporting children at risk of failure to succeed as they transfer to secondary school. The Year 7… (more)

Subjects/Keywords: L Education (General); LB1603 Secondary Education. High schools

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APA (6th Edition):

de Montjoie Rudolf, J. (2015). Helping vulnerable young people make a successful transfer to secondary school: an evaluation of the effectiveness of a nurture group approach. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/5556/

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):

de Montjoie Rudolf, Julia. “Helping vulnerable young people make a successful transfer to secondary school: an evaluation of the effectiveness of a nurture group approach.” 2015. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/5556/.

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

MLA Handbook (7th Edition):

de Montjoie Rudolf, Julia. “Helping vulnerable young people make a successful transfer to secondary school: an evaluation of the effectiveness of a nurture group approach.” 2015. Web. 15 Sep 2019.

Vancouver:

de Montjoie Rudolf J. Helping vulnerable young people make a successful transfer to secondary school: an evaluation of the effectiveness of a nurture group approach. [Internet] [Thesis]. University of Birmingham; 2015. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/5556/.

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

Council of Science Editors:

de Montjoie Rudolf J. Helping vulnerable young people make a successful transfer to secondary school: an evaluation of the effectiveness of a nurture group approach. [Thesis]. University of Birmingham; 2015. Available from: http://etheses.bham.ac.uk//id/eprint/5556/

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


University of Birmingham

9. Smith, David Peter. An exploration, using a SENCo questionnaire and a senior management semi-structured interview schedule, of the continuing professional development (CPD) arrangements in place in primary schools in one local authority cluster.

Degree: d_ep, College of Social Sciences, 2011, University of Birmingham

 This thesis describes a practitioner led exploration carried out in two phases: Phase 1. A scoping (Delphi) study that explored the school-based provision in place… (more)

Subjects/Keywords: L Education (General); LB Theory and practice of education; LB1501 Primary Education

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

APA (6th Edition):

Smith, D. P. (2011). An exploration, using a SENCo questionnaire and a senior management semi-structured interview schedule, of the continuing professional development (CPD) arrangements in place in primary schools in one local authority cluster. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/3020/

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):

Smith, David Peter. “An exploration, using a SENCo questionnaire and a senior management semi-structured interview schedule, of the continuing professional development (CPD) arrangements in place in primary schools in one local authority cluster.” 2011. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/3020/.

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

MLA Handbook (7th Edition):

Smith, David Peter. “An exploration, using a SENCo questionnaire and a senior management semi-structured interview schedule, of the continuing professional development (CPD) arrangements in place in primary schools in one local authority cluster.” 2011. Web. 15 Sep 2019.

Vancouver:

Smith DP. An exploration, using a SENCo questionnaire and a senior management semi-structured interview schedule, of the continuing professional development (CPD) arrangements in place in primary schools in one local authority cluster. [Internet] [Thesis]. University of Birmingham; 2011. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/3020/.

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

Council of Science Editors:

Smith DP. An exploration, using a SENCo questionnaire and a senior management semi-structured interview schedule, of the continuing professional development (CPD) arrangements in place in primary schools in one local authority cluster. [Thesis]. University of Birmingham; 2011. Available from: http://etheses.bham.ac.uk//id/eprint/3020/

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


University of Birmingham

10. Baker, Matthew James. An investigation to identify factors that promote and demote mental health in schools.

Degree: d_ep, College of Social Sciences, 2014, University of Birmingham

 This study explored the use of MacDonald and O’Hara’s Ten Element Map as an audit tool to elicit the views of staff and pupils with… (more)

Subjects/Keywords: HV Social pathology. Social and public welfare; L Education (General); LB1603 Secondary Education. High schools

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

APA (6th Edition):

Baker, M. J. (2014). An investigation to identify factors that promote and demote mental health in schools. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/4848/

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):

Baker, Matthew James. “An investigation to identify factors that promote and demote mental health in schools.” 2014. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/4848/.

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

MLA Handbook (7th Edition):

Baker, Matthew James. “An investigation to identify factors that promote and demote mental health in schools.” 2014. Web. 15 Sep 2019.

Vancouver:

Baker MJ. An investigation to identify factors that promote and demote mental health in schools. [Internet] [Thesis]. University of Birmingham; 2014. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/4848/.

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

Council of Science Editors:

Baker MJ. An investigation to identify factors that promote and demote mental health in schools. [Thesis]. University of Birmingham; 2014. Available from: http://etheses.bham.ac.uk//id/eprint/4848/

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

11. Farmbrough, Joanna. Factors that contribute to the emotional wellbeing, educational success and social connectedness of those arriving in one local authority as unaccompanied asylum seeking children.

Degree: d_ep, College of Social Sciences, 2014, University of Birmingham

 Building on research with unaccompanied asylum-seeking children and young people (UASC) from a resilience perspective, this study investigates the protective mechanisms that support UASC in… (more)

Subjects/Keywords: BF Psychology; HM Sociology; L Education (General)

…mechanisms 257 257 262 265 8.7.0: Life trajectory 8.7.1: Maturation process - N Y A Z 8.7.2… …sub ordinate themes developed through IPA from the interview with N. 388 List of… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Farmbrough, J. (2014). Factors that contribute to the emotional wellbeing, educational success and social connectedness of those arriving in one local authority as unaccompanied asylum seeking children. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/5057/

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):

Farmbrough, Joanna. “Factors that contribute to the emotional wellbeing, educational success and social connectedness of those arriving in one local authority as unaccompanied asylum seeking children.” 2014. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/5057/.

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

MLA Handbook (7th Edition):

Farmbrough, Joanna. “Factors that contribute to the emotional wellbeing, educational success and social connectedness of those arriving in one local authority as unaccompanied asylum seeking children.” 2014. Web. 15 Sep 2019.

Vancouver:

Farmbrough J. Factors that contribute to the emotional wellbeing, educational success and social connectedness of those arriving in one local authority as unaccompanied asylum seeking children. [Internet] [Thesis]. University of Birmingham; 2014. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/5057/.

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

Council of Science Editors:

Farmbrough J. Factors that contribute to the emotional wellbeing, educational success and social connectedness of those arriving in one local authority as unaccompanied asylum seeking children. [Thesis]. University of Birmingham; 2014. Available from: http://etheses.bham.ac.uk//id/eprint/5057/

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

12. Boot, Siobhan A.E. Promoting the social inclusion and academic progress of Gypsy, Roma and Traveller children: a secondary school case study.

Degree: d_ep, College of Social Sciences, 2013, University of Birmingham

 The aim of this study was to identify effective support strategies used to promote social inclusion and academic progress of key stage three and four… (more)

Subjects/Keywords: L Education (General); LB1603 Secondary Education. High schools

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APA (6th Edition):

Boot, S. A. E. (2013). Promoting the social inclusion and academic progress of Gypsy, Roma and Traveller children: a secondary school case study. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/3953/

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):

Boot, Siobhan A E. “Promoting the social inclusion and academic progress of Gypsy, Roma and Traveller children: a secondary school case study.” 2013. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/3953/.

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

MLA Handbook (7th Edition):

Boot, Siobhan A E. “Promoting the social inclusion and academic progress of Gypsy, Roma and Traveller children: a secondary school case study.” 2013. Web. 15 Sep 2019.

Vancouver:

Boot SAE. Promoting the social inclusion and academic progress of Gypsy, Roma and Traveller children: a secondary school case study. [Internet] [Thesis]. University of Birmingham; 2013. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/3953/.

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

Council of Science Editors:

Boot SAE. Promoting the social inclusion and academic progress of Gypsy, Roma and Traveller children: a secondary school case study. [Thesis]. University of Birmingham; 2013. Available from: http://etheses.bham.ac.uk//id/eprint/3953/

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

13. Henderson, Andrea. An exploration of the impact of consultation on educational psychology service users, namely teachers, parents and pupils in a large rural local authority.

Degree: d_ep, College of Social Sciences, 2013, University of Birmingham

 Research and recent policy developments in the education of children with special educational needs highlight the need for both greater involvement of parents and pupils… (more)

Subjects/Keywords: BF Psychology; L Education (General); LB Theory and practice of education

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

APA (6th Edition):

Henderson, A. (2013). An exploration of the impact of consultation on educational psychology service users, namely teachers, parents and pupils in a large rural local authority. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/4622/

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):

Henderson, Andrea. “An exploration of the impact of consultation on educational psychology service users, namely teachers, parents and pupils in a large rural local authority.” 2013. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/4622/.

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

MLA Handbook (7th Edition):

Henderson, Andrea. “An exploration of the impact of consultation on educational psychology service users, namely teachers, parents and pupils in a large rural local authority.” 2013. Web. 15 Sep 2019.

Vancouver:

Henderson A. An exploration of the impact of consultation on educational psychology service users, namely teachers, parents and pupils in a large rural local authority. [Internet] [Thesis]. University of Birmingham; 2013. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/4622/.

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

Council of Science Editors:

Henderson A. An exploration of the impact of consultation on educational psychology service users, namely teachers, parents and pupils in a large rural local authority. [Thesis]. University of Birmingham; 2013. Available from: http://etheses.bham.ac.uk//id/eprint/4622/

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

14. Lawton, Susan Patricia. An action research enquiry in one unitary local authority about the experiences of support available to parents and mainstream secondary schools for children with a diagnosis of autism.

Degree: d_ep, College of Social Sciences, 2013, University of Birmingham

 The number of children with autism has steadily risen in recent years (Fombonne, 2005) and with the first parliamentary Act to identify a specific disability… (more)

Subjects/Keywords: BF Psychology; L Education (General); LB Theory and practice of education

…Schools) Midtown regarding perceptions of inclusive Interview with secondary n=223… …Head teachers n=12 SENCo n=14 practice in secondary schools. Parent Group Secondary Head… …Feedback interview each educational phase (Pre- Action Plan responses and identify EP n… …5 ATS n =1 priorities for Service school, Primary, Secondary) Parent of Pre-school… …child n=2 Parent of primary aged child n =2 Parent of secondary aged child n=2 Parents of… 

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

APA (6th Edition):

Lawton, S. P. (2013). An action research enquiry in one unitary local authority about the experiences of support available to parents and mainstream secondary schools for children with a diagnosis of autism. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/4223/

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):

Lawton, Susan Patricia. “An action research enquiry in one unitary local authority about the experiences of support available to parents and mainstream secondary schools for children with a diagnosis of autism.” 2013. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/4223/.

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

MLA Handbook (7th Edition):

Lawton, Susan Patricia. “An action research enquiry in one unitary local authority about the experiences of support available to parents and mainstream secondary schools for children with a diagnosis of autism.” 2013. Web. 15 Sep 2019.

Vancouver:

Lawton SP. An action research enquiry in one unitary local authority about the experiences of support available to parents and mainstream secondary schools for children with a diagnosis of autism. [Internet] [Thesis]. University of Birmingham; 2013. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/4223/.

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

Council of Science Editors:

Lawton SP. An action research enquiry in one unitary local authority about the experiences of support available to parents and mainstream secondary schools for children with a diagnosis of autism. [Thesis]. University of Birmingham; 2013. Available from: http://etheses.bham.ac.uk//id/eprint/4223/

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

15. Billington, Christopher. Psychosocial influences on the use and regulation of mobile phones in high schools. Perspectives from pupils, teachers and parents, an exploratory case study approach.

Degree: d_ep, College of Social Sciences, 2011, University of Birmingham

 Pupil’s interests in rapidly changing technology pose threats and opportunities in schools. The present research examines the perspectives of pupils, teachers and parents from two… (more)

Subjects/Keywords: LB Theory and practice of education; LB2300 Higher Education; BF Psychology; L Education (General)

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

APA (6th Edition):

Billington, C. (2011). Psychosocial influences on the use and regulation of mobile phones in high schools. Perspectives from pupils, teachers and parents, an exploratory case study approach. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/1699/

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):

Billington, Christopher. “Psychosocial influences on the use and regulation of mobile phones in high schools. Perspectives from pupils, teachers and parents, an exploratory case study approach.” 2011. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/1699/.

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

MLA Handbook (7th Edition):

Billington, Christopher. “Psychosocial influences on the use and regulation of mobile phones in high schools. Perspectives from pupils, teachers and parents, an exploratory case study approach.” 2011. Web. 15 Sep 2019.

Vancouver:

Billington C. Psychosocial influences on the use and regulation of mobile phones in high schools. Perspectives from pupils, teachers and parents, an exploratory case study approach. [Internet] [Thesis]. University of Birmingham; 2011. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/1699/.

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

Council of Science Editors:

Billington C. Psychosocial influences on the use and regulation of mobile phones in high schools. Perspectives from pupils, teachers and parents, an exploratory case study approach. [Thesis]. University of Birmingham; 2011. Available from: http://etheses.bham.ac.uk//id/eprint/1699/

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

16. Meehan, Louise Melissa. The mental health of young people with autism and Asperger syndrome in mainstream secondary schools: a multiple case study approach.

Degree: d_ep, College of Social Sciences, 2011, University of Birmingham

 The increased prevalence and negative impact of mental health difficulties amongst those with autism and Asperger syndrome has been reported by researchers, clinicians and people… (more)

Subjects/Keywords: BF Psychology; L Education (General); LB Theory and practice of education; LB1603 Secondary Education. High schools

…have been selected. 23 Promotion of mental health in schools is supported by: o Mental… …Weare, 2007; Fraser and Blishen, 2007; Rowling, 2009) o An approach where different… …school organisation and policies, pastoral provision and procedures and classroom practice. o… …inclusiveness (NICE, 2009). o A well maintained physical environment (Weare, 2008… …Duckett et al., 2008) 24 o Pastoral support and guidance, perhaps including individual… 

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

APA (6th Edition):

Meehan, L. M. (2011). The mental health of young people with autism and Asperger syndrome in mainstream secondary schools: a multiple case study approach. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/3028/

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):

Meehan, Louise Melissa. “The mental health of young people with autism and Asperger syndrome in mainstream secondary schools: a multiple case study approach.” 2011. Thesis, University of Birmingham. Accessed September 15, 2019. http://etheses.bham.ac.uk//id/eprint/3028/.

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

MLA Handbook (7th Edition):

Meehan, Louise Melissa. “The mental health of young people with autism and Asperger syndrome in mainstream secondary schools: a multiple case study approach.” 2011. Web. 15 Sep 2019.

Vancouver:

Meehan LM. The mental health of young people with autism and Asperger syndrome in mainstream secondary schools: a multiple case study approach. [Internet] [Thesis]. University of Birmingham; 2011. [cited 2019 Sep 15]. Available from: http://etheses.bham.ac.uk//id/eprint/3028/.

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

Council of Science Editors:

Meehan LM. The mental health of young people with autism and Asperger syndrome in mainstream secondary schools: a multiple case study approach. [Thesis]. University of Birmingham; 2011. Available from: http://etheses.bham.ac.uk//id/eprint/3028/

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

.