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You searched for subject:(130105 Primary Education excl M ori ). Showing records 1 – 30 of 14267 total matches.

[1] [2] [3] [4] [5] … [476]

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Unitec New Zealand

1. Seemar, Rashi. Home-school communication with Indian parents in New Zealand primary schools.

Degree: 2018, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What are the expectations and experiences of Indian parents regarding home school communication practices in New Zealand? 2. What do parents believe… (more)

Subjects/Keywords: New Zealand; primary schools; Indian parents; migrants; parent-teacher communication; homework; migrant children; parents' perceptions; Indian migrants; 130105 Primary Education (excl. Māori); 130304 Educational Administration, Management and Leadership

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

APA (6th Edition):

Seemar, R. (2018). Home-school communication with Indian parents in New Zealand primary schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4456

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):

Seemar, Rashi. “Home-school communication with Indian parents in New Zealand primary schools.” 2018. Thesis, Unitec New Zealand. Accessed October 23, 2019. http://hdl.handle.net/10652/4456.

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

MLA Handbook (7th Edition):

Seemar, Rashi. “Home-school communication with Indian parents in New Zealand primary schools.” 2018. Web. 23 Oct 2019.

Vancouver:

Seemar R. Home-school communication with Indian parents in New Zealand primary schools. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10652/4456.

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

Council of Science Editors:

Seemar R. Home-school communication with Indian parents in New Zealand primary schools. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4456

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


Unitec New Zealand

2. Timu, Benjamin. St Pius X School Glenn Innes : matter tells space how to curve, space tells matter how to move.

Degree: 2018, Unitec New Zealand

 RESEARCH QUESTION: How can the architectural redevelopment of St Pius X School preserve and accommodate its unique spirit and culture? St Pius X School in… (more)

Subjects/Keywords: St Pius X School; Glenn Innes, Auckland; school architecture; school building design; Pasifika students; primary schools; primary students; community-school collaboration; community engagement; community centres; private schools; Catholic schools; 130105 Primary Education (excl. Māori); 130102 Early Childhood Education (excl. Māori); Tāngata o Te Moana-nui-a-Kiwa

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APA (6th Edition):

Timu, B. (2018). St Pius X School Glenn Innes : matter tells space how to curve, space tells matter how to move. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4331

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):

Timu, Benjamin. “St Pius X School Glenn Innes : matter tells space how to curve, space tells matter how to move.” 2018. Thesis, Unitec New Zealand. Accessed October 23, 2019. http://hdl.handle.net/10652/4331.

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

MLA Handbook (7th Edition):

Timu, Benjamin. “St Pius X School Glenn Innes : matter tells space how to curve, space tells matter how to move.” 2018. Web. 23 Oct 2019.

Vancouver:

Timu B. St Pius X School Glenn Innes : matter tells space how to curve, space tells matter how to move. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10652/4331.

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

Council of Science Editors:

Timu B. St Pius X School Glenn Innes : matter tells space how to curve, space tells matter how to move. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4331

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


University of Canterbury

3. Harris L. Visibility of language diversity in the educational settings of 4 to 6-year-old multilingual children: Visibility of language diversity in the educational settings of 4 to 6-year-olds.

Degree: 2019, University of Canterbury

 An important way to value and support language diversity and multilingualism is to include children’s languages and related cultural artefacts in their linguistic landscapes. Languages… (more)

Subjects/Keywords: Field of Research::20 - Language, Communication and Culture::2004 - Linguistics::200401 - Applied Linguistics and Educational Linguistics; Field of Research::13 - Education::1301 - Education Systems::130102 - Early Childhood Education (excl. Māori); Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori)

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

APA (6th Edition):

L, H. (2019). Visibility of language diversity in the educational settings of 4 to 6-year-old multilingual children: Visibility of language diversity in the educational settings of 4 to 6-year-olds. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/17020

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):

L, Harris. “Visibility of language diversity in the educational settings of 4 to 6-year-old multilingual children: Visibility of language diversity in the educational settings of 4 to 6-year-olds.” 2019. Thesis, University of Canterbury. Accessed October 23, 2019. http://hdl.handle.net/10092/17020.

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

MLA Handbook (7th Edition):

L, Harris. “Visibility of language diversity in the educational settings of 4 to 6-year-old multilingual children: Visibility of language diversity in the educational settings of 4 to 6-year-olds.” 2019. Web. 23 Oct 2019.

Vancouver:

L H. Visibility of language diversity in the educational settings of 4 to 6-year-old multilingual children: Visibility of language diversity in the educational settings of 4 to 6-year-olds. [Internet] [Thesis]. University of Canterbury; 2019. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10092/17020.

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

Council of Science Editors:

L H. Visibility of language diversity in the educational settings of 4 to 6-year-old multilingual children: Visibility of language diversity in the educational settings of 4 to 6-year-olds. [Thesis]. University of Canterbury; 2019. Available from: http://hdl.handle.net/10092/17020

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


Unitec New Zealand

4. Khor, Sarah-Jane Gaiksim. Exploring teachers’ perceptions on the use of digital devices and the digital technologies curriculum content in diverse decile 1 schools.

Degree: 2019, Unitec New Zealand

 RESEARCH QUESTIONS: 1. How do teachers perceive the value of digital devices in the context of teaching in a diverse decile 1 school? 2. What… (more)

Subjects/Keywords: New Zealand; primary schools; low decile schools; primary teachers; Digital Technologies Curriculum (2017: New Zealand); digital curriculum; teacher development; perceptions; 130105 Primary Education (excl. Māori); 130306 Educational Technology and Computing; 130313 Teacher Education and Professional Development of Educators

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

APA (6th Edition):

Khor, S. G. (2019). Exploring teachers’ perceptions on the use of digital devices and the digital technologies curriculum content in diverse decile 1 schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4651

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):

Khor, Sarah-Jane Gaiksim. “Exploring teachers’ perceptions on the use of digital devices and the digital technologies curriculum content in diverse decile 1 schools.” 2019. Thesis, Unitec New Zealand. Accessed October 23, 2019. http://hdl.handle.net/10652/4651.

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

MLA Handbook (7th Edition):

Khor, Sarah-Jane Gaiksim. “Exploring teachers’ perceptions on the use of digital devices and the digital technologies curriculum content in diverse decile 1 schools.” 2019. Web. 23 Oct 2019.

Vancouver:

Khor SG. Exploring teachers’ perceptions on the use of digital devices and the digital technologies curriculum content in diverse decile 1 schools. [Internet] [Thesis]. Unitec New Zealand; 2019. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10652/4651.

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

Council of Science Editors:

Khor SG. Exploring teachers’ perceptions on the use of digital devices and the digital technologies curriculum content in diverse decile 1 schools. [Thesis]. Unitec New Zealand; 2019. Available from: http://hdl.handle.net/10652/4651

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


Unitec New Zealand

5. Mahaphom, Somphien. Evaluating the level of community participation in increasing children’s attendance in quality primary education in Lao PDR : a case study of BEQUAL NGO Consortium project in Xaybouathong district, Khammouane Province.

Degree: 2019, Unitec New Zealand

 RESEARCH QUESTION: How effective is the community participation in the BNC project in increasing children’s attendance in quality basic education? SUB-QUESTIONS: 1. How does the… (more)

Subjects/Keywords: Xaybouathong District, Khammouane province, Lao PDR; Lao PDR; Basic Education Quality and Access in Lao PDR (BEQUAL); BEQUAL; primary education; community development; communication for development; communication models; development communication; disadvantaged children; community participation; non-Lao speakers; attendance; 200103 International and Development Communication; 130105 Primary Education (excl. Māori)

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

APA (6th Edition):

Mahaphom, S. (2019). Evaluating the level of community participation in increasing children’s attendance in quality primary education in Lao PDR : a case study of BEQUAL NGO Consortium project in Xaybouathong district, Khammouane Province. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4614

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):

Mahaphom, Somphien. “Evaluating the level of community participation in increasing children’s attendance in quality primary education in Lao PDR : a case study of BEQUAL NGO Consortium project in Xaybouathong district, Khammouane Province.” 2019. Thesis, Unitec New Zealand. Accessed October 23, 2019. http://hdl.handle.net/10652/4614.

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

MLA Handbook (7th Edition):

Mahaphom, Somphien. “Evaluating the level of community participation in increasing children’s attendance in quality primary education in Lao PDR : a case study of BEQUAL NGO Consortium project in Xaybouathong district, Khammouane Province.” 2019. Web. 23 Oct 2019.

Vancouver:

Mahaphom S. Evaluating the level of community participation in increasing children’s attendance in quality primary education in Lao PDR : a case study of BEQUAL NGO Consortium project in Xaybouathong district, Khammouane Province. [Internet] [Thesis]. Unitec New Zealand; 2019. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10652/4614.

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

Council of Science Editors:

Mahaphom S. Evaluating the level of community participation in increasing children’s attendance in quality primary education in Lao PDR : a case study of BEQUAL NGO Consortium project in Xaybouathong district, Khammouane Province. [Thesis]. Unitec New Zealand; 2019. Available from: http://hdl.handle.net/10652/4614

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


Unitec New Zealand

6. Corkill, Jenny. Implementing digital technologies in one New Zealand school : challenges and opportunities.

Degree: 2018, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What are teachers’ technology practices and understandings in this school? 2. What do teachers in this school identify as important in their… (more)

Subjects/Keywords: New Zealand; primary schools; Digital Technologies Curriculum (2017: New Zealand); digital curriculum; teacher development; 130105 Primary Education (excl. Māori); 130313 Teacher Education and Professional Development of Educators; 130306 Educational Technology and Computing

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

APA (6th Edition):

Corkill, J. (2018). Implementing digital technologies in one New Zealand school : challenges and opportunities. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4523

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):

Corkill, Jenny. “Implementing digital technologies in one New Zealand school : challenges and opportunities.” 2018. Thesis, Unitec New Zealand. Accessed October 23, 2019. http://hdl.handle.net/10652/4523.

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

MLA Handbook (7th Edition):

Corkill, Jenny. “Implementing digital technologies in one New Zealand school : challenges and opportunities.” 2018. Web. 23 Oct 2019.

Vancouver:

Corkill J. Implementing digital technologies in one New Zealand school : challenges and opportunities. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10652/4523.

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

Council of Science Editors:

Corkill J. Implementing digital technologies in one New Zealand school : challenges and opportunities. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4523

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


Unitec New Zealand

7. Hay, Deborah Marie. Change implementation in teaching.

Degree: 2018, Unitec New Zealand

 The aim of this research was to 1) Narrate my experiences with change, noting my barriers to successful change implementation and to see what could… (more)

Subjects/Keywords: New Zealand; primary schools; student achievement; student engagement; teacher-student relationships; fear of failure; teaching practice; change management; classrooms; interviews; narrative analysis; 130304 Educational Administration, Management and Leadership; 130105 Primary Education (excl. Māori)

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

APA (6th Edition):

Hay, D. M. (2018). Change implementation in teaching. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4389

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):

Hay, Deborah Marie. “Change implementation in teaching.” 2018. Thesis, Unitec New Zealand. Accessed October 23, 2019. http://hdl.handle.net/10652/4389.

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

MLA Handbook (7th Edition):

Hay, Deborah Marie. “Change implementation in teaching.” 2018. Web. 23 Oct 2019.

Vancouver:

Hay DM. Change implementation in teaching. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10652/4389.

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

Council of Science Editors:

Hay DM. Change implementation in teaching. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4389

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


University of Canterbury

8. Lovett S. How can teacher leadership become the norm in schools?.

Degree: 2018, University of Canterbury

Subjects/Keywords: Field of Research::13 - Education::1303 - Specialist Studies in Education::130304 - Educational Administration, Management and Leadership; Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori); Field of Research::13 - Education::1301 - Education Systems::130106 - Secondary Education

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

APA (6th Edition):

S, L. (2018). How can teacher leadership become the norm in schools?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16077

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):

S, Lovett. “How can teacher leadership become the norm in schools?.” 2018. Thesis, University of Canterbury. Accessed October 23, 2019. http://hdl.handle.net/10092/16077.

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

MLA Handbook (7th Edition):

S, Lovett. “How can teacher leadership become the norm in schools?.” 2018. Web. 23 Oct 2019.

Vancouver:

S L. How can teacher leadership become the norm in schools?. [Internet] [Thesis]. University of Canterbury; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10092/16077.

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

Council of Science Editors:

S L. How can teacher leadership become the norm in schools?. [Thesis]. University of Canterbury; 2018. Available from: http://hdl.handle.net/10092/16077

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


University of Canterbury

9. Mackey G. OMEP Ripples reach the shores of our Pacific Neighbours: Organisation Mondiale Pour L´Éducation Préscolaire Ripples reach the shores of our Pacific Neighbours: Organización Mundial Para La Educación Preescolar Ripples reach the shores of our Pacific Neighbours: World Organization for Early Childhood Education Ripples reach the shores of our Pacific Neighbours.

Degree: 2018, University of Canterbury

Subjects/Keywords: Field of Research::13 - Education::1303 - Specialist Studies in Education::130311 - Pacific Peoples Education; Field of Research::05 - Environmental Sciences::0502 - Environmental Science and Management::050203 - Environmental Education and Extension; Field of Research::05 - Environmental Sciences::0502 - Environmental Science and Management::050210 - Pacific Peoples Environmental Knowledge; Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori); Field of Research::13 - Education::1301 - Education Systems::130102 - Early Childhood Education (excl. Māori)

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

APA (6th Edition):

G, M. (2018). OMEP Ripples reach the shores of our Pacific Neighbours: Organisation Mondiale Pour L´Éducation Préscolaire Ripples reach the shores of our Pacific Neighbours: Organización Mundial Para La Educación Preescolar Ripples reach the shores of our Pacific Neighbours: World Organization for Early Childhood Education Ripples reach the shores of our Pacific Neighbours. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16609

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):

G, Mackey. “OMEP Ripples reach the shores of our Pacific Neighbours: Organisation Mondiale Pour L´Éducation Préscolaire Ripples reach the shores of our Pacific Neighbours: Organización Mundial Para La Educación Preescolar Ripples reach the shores of our Pacific Neighbours: World Organization for Early Childhood Education Ripples reach the shores of our Pacific Neighbours.” 2018. Thesis, University of Canterbury. Accessed October 23, 2019. http://hdl.handle.net/10092/16609.

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

MLA Handbook (7th Edition):

G, Mackey. “OMEP Ripples reach the shores of our Pacific Neighbours: Organisation Mondiale Pour L´Éducation Préscolaire Ripples reach the shores of our Pacific Neighbours: Organización Mundial Para La Educación Preescolar Ripples reach the shores of our Pacific Neighbours: World Organization for Early Childhood Education Ripples reach the shores of our Pacific Neighbours.” 2018. Web. 23 Oct 2019.

Vancouver:

G M. OMEP Ripples reach the shores of our Pacific Neighbours: Organisation Mondiale Pour L´Éducation Préscolaire Ripples reach the shores of our Pacific Neighbours: Organización Mundial Para La Educación Preescolar Ripples reach the shores of our Pacific Neighbours: World Organization for Early Childhood Education Ripples reach the shores of our Pacific Neighbours. [Internet] [Thesis]. University of Canterbury; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10092/16609.

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

Council of Science Editors:

G M. OMEP Ripples reach the shores of our Pacific Neighbours: Organisation Mondiale Pour L´Éducation Préscolaire Ripples reach the shores of our Pacific Neighbours: Organización Mundial Para La Educación Preescolar Ripples reach the shores of our Pacific Neighbours: World Organization for Early Childhood Education Ripples reach the shores of our Pacific Neighbours. [Thesis]. University of Canterbury; 2018. Available from: http://hdl.handle.net/10092/16609

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


Unitec New Zealand

10. Liu-Asomua, Matalevai. Experiences of a Learning Advisory Initiative : a practitioner research project in a South Auckland college.

Degree: 2018, Unitec New Zealand

 RESEARCH QUESTIONS: What are student and teacher experiences of the learning advisory model? What recommendations can be made for the ongoing improvement of the college… (more)

Subjects/Keywords: South Auckland (N.Z.); New Zealand; secondary schools; mentoring in education; academic mentoring; pastoral care; Māori students; Pasifika students; 130106 Secondary Education; 130310 Māori Education (excl. Early Childhood and Primary Education); 130311 Pacific Peoples Education; Kura tuarua; Kaiako

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

APA (6th Edition):

Liu-Asomua, M. (2018). Experiences of a Learning Advisory Initiative : a practitioner research project in a South Auckland college. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4543

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):

Liu-Asomua, Matalevai. “Experiences of a Learning Advisory Initiative : a practitioner research project in a South Auckland college.” 2018. Thesis, Unitec New Zealand. Accessed October 23, 2019. http://hdl.handle.net/10652/4543.

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

MLA Handbook (7th Edition):

Liu-Asomua, Matalevai. “Experiences of a Learning Advisory Initiative : a practitioner research project in a South Auckland college.” 2018. Web. 23 Oct 2019.

Vancouver:

Liu-Asomua M. Experiences of a Learning Advisory Initiative : a practitioner research project in a South Auckland college. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10652/4543.

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

Council of Science Editors:

Liu-Asomua M. Experiences of a Learning Advisory Initiative : a practitioner research project in a South Auckland college. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4543

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


Unitec New Zealand

11. Swann, Tina-Maree. Whakatipu iwi nui = growing great people : māra kai and service-learning – an evaluation of a culturally responsive approach to teaching in an English medium mainstream school in Aotearoa New Zealand.

Degree: 2019, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What new understandings and learnings specific to māra kai do the students attribute to their experiences in the ‘Whakatipu Iwi Nui’ project?… (more)

Subjects/Keywords: Aotearoa / New Zealand; Māori students; intermediate students; service-learning; Ka Hikitia strategy; māhinga kai; mātauranga Māori; school-community collaboration; Māori gardens; Te Ao Māori; māra kai; provincial schools; New Zealand; 130310 Māori Education (excl. Early Childhood and Primary Education); Akonga; Kura tuatahi; Māra; Waihanga; Tikanga tuku iho

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

APA (6th Edition):

Swann, T. (2019). Whakatipu iwi nui = growing great people : māra kai and service-learning – an evaluation of a culturally responsive approach to teaching in an English medium mainstream school in Aotearoa New Zealand. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4644

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):

Swann, Tina-Maree. “Whakatipu iwi nui = growing great people : māra kai and service-learning – an evaluation of a culturally responsive approach to teaching in an English medium mainstream school in Aotearoa New Zealand.” 2019. Thesis, Unitec New Zealand. Accessed October 23, 2019. http://hdl.handle.net/10652/4644.

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

MLA Handbook (7th Edition):

Swann, Tina-Maree. “Whakatipu iwi nui = growing great people : māra kai and service-learning – an evaluation of a culturally responsive approach to teaching in an English medium mainstream school in Aotearoa New Zealand.” 2019. Web. 23 Oct 2019.

Vancouver:

Swann T. Whakatipu iwi nui = growing great people : māra kai and service-learning – an evaluation of a culturally responsive approach to teaching in an English medium mainstream school in Aotearoa New Zealand. [Internet] [Thesis]. Unitec New Zealand; 2019. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10652/4644.

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

Council of Science Editors:

Swann T. Whakatipu iwi nui = growing great people : māra kai and service-learning – an evaluation of a culturally responsive approach to teaching in an English medium mainstream school in Aotearoa New Zealand. [Thesis]. Unitec New Zealand; 2019. Available from: http://hdl.handle.net/10652/4644

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


Unitec New Zealand

12. Colmore-King, Tamati. An analysis of Youth Guarantee Fees-free programme outcomes in a New Zealand wānanga.

Degree: 2018, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What are the objectives of the Youth Guarantee Policy and why were they created? 2. What are the national outcomes of the… (more)

Subjects/Keywords: New Zealand; Māori tertiary education; Māori students; wānanga; Wānanga Youth Guarantee Fees-free (YGFF); Youth Guarantee Fees-free (YGFF); fees free tertiary education; student fees; funding of education; tertiary education; 130310 Māori Education (excl. Early Childhood and Primary Education); 130103 Higher Education; Whare wānanga; Kura tuatoru; Tikanga; Mātauranga

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

APA (6th Edition):

Colmore-King, T. (2018). An analysis of Youth Guarantee Fees-free programme outcomes in a New Zealand wānanga. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4631

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):

Colmore-King, Tamati. “An analysis of Youth Guarantee Fees-free programme outcomes in a New Zealand wānanga.” 2018. Thesis, Unitec New Zealand. Accessed October 23, 2019. http://hdl.handle.net/10652/4631.

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

MLA Handbook (7th Edition):

Colmore-King, Tamati. “An analysis of Youth Guarantee Fees-free programme outcomes in a New Zealand wānanga.” 2018. Web. 23 Oct 2019.

Vancouver:

Colmore-King T. An analysis of Youth Guarantee Fees-free programme outcomes in a New Zealand wānanga. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10652/4631.

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

Council of Science Editors:

Colmore-King T. An analysis of Youth Guarantee Fees-free programme outcomes in a New Zealand wānanga. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4631

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


University of Birmingham

13. Taylor, Laura. Coaching primary school teaching assistants to mediate learning: a collaborative action research project and realistic evaluation.

Degree: d_ae, College of Social Sciences, 2018, University of Birmingham

 Research in the area of teaching assistant (TA) deployment in UK schools has suggested TAs are not always successful in enhancing the attainment of pupils… (more)

Subjects/Keywords: LB1501 Primary Education

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

APA (6th Edition):

Taylor, L. (2018). Coaching primary school teaching assistants to mediate learning: a collaborative action research project and realistic evaluation. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/8514/

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):

Taylor, Laura. “Coaching primary school teaching assistants to mediate learning: a collaborative action research project and realistic evaluation.” 2018. Thesis, University of Birmingham. Accessed October 23, 2019. http://etheses.bham.ac.uk//id/eprint/8514/.

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

MLA Handbook (7th Edition):

Taylor, Laura. “Coaching primary school teaching assistants to mediate learning: a collaborative action research project and realistic evaluation.” 2018. Web. 23 Oct 2019.

Vancouver:

Taylor L. Coaching primary school teaching assistants to mediate learning: a collaborative action research project and realistic evaluation. [Internet] [Thesis]. University of Birmingham; 2018. [cited 2019 Oct 23]. Available from: http://etheses.bham.ac.uk//id/eprint/8514/.

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

Council of Science Editors:

Taylor L. Coaching primary school teaching assistants to mediate learning: a collaborative action research project and realistic evaluation. [Thesis]. University of Birmingham; 2018. Available from: http://etheses.bham.ac.uk//id/eprint/8514/

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


University of Birmingham

14. Hadjimatheou, Anastasia. The effectiveness of physical education continuing professional development for primary school teachers in Cyprus .

Degree: d_ph, College of Life & Environmental Sciences, 2017, University of Birmingham

 The aim of this study was to explore Cypriot primary school teachers' views on and experiences of effective and ineffective Physical Education Continuing Professional Development… (more)

Subjects/Keywords: LB1501 Primary Education

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APA (6th Edition):

Hadjimatheou, A. (2017). The effectiveness of physical education continuing professional development for primary school teachers in Cyprus . (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/8021/

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):

Hadjimatheou, Anastasia. “The effectiveness of physical education continuing professional development for primary school teachers in Cyprus .” 2017. Thesis, University of Birmingham. Accessed October 23, 2019. http://etheses.bham.ac.uk//id/eprint/8021/.

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

MLA Handbook (7th Edition):

Hadjimatheou, Anastasia. “The effectiveness of physical education continuing professional development for primary school teachers in Cyprus .” 2017. Web. 23 Oct 2019.

Vancouver:

Hadjimatheou A. The effectiveness of physical education continuing professional development for primary school teachers in Cyprus . [Internet] [Thesis]. University of Birmingham; 2017. [cited 2019 Oct 23]. Available from: http://etheses.bham.ac.uk//id/eprint/8021/.

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

Council of Science Editors:

Hadjimatheou A. The effectiveness of physical education continuing professional development for primary school teachers in Cyprus . [Thesis]. University of Birmingham; 2017. Available from: http://etheses.bham.ac.uk//id/eprint/8021/

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


University of Birmingham

15. Williams, Andrea. A research project to prevent the exclusion from school of ‘at risk’ primary aged pupils.

Degree: d_ep, College of Social Sciences, 2018, University of Birmingham

 Significant research and policy has focused on educational inclusion. However, pupils continue to be excluded from schools. Pupils experiencing behavioural, emotional and social difficulties are… (more)

Subjects/Keywords: LB1501 Primary Education

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

APA (6th Edition):

Williams, A. (2018). A research project to prevent the exclusion from school of ‘at risk’ primary aged pupils. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/8902/

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):

Williams, Andrea. “A research project to prevent the exclusion from school of ‘at risk’ primary aged pupils.” 2018. Thesis, University of Birmingham. Accessed October 23, 2019. http://etheses.bham.ac.uk//id/eprint/8902/.

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

MLA Handbook (7th Edition):

Williams, Andrea. “A research project to prevent the exclusion from school of ‘at risk’ primary aged pupils.” 2018. Web. 23 Oct 2019.

Vancouver:

Williams A. A research project to prevent the exclusion from school of ‘at risk’ primary aged pupils. [Internet] [Thesis]. University of Birmingham; 2018. [cited 2019 Oct 23]. Available from: http://etheses.bham.ac.uk//id/eprint/8902/.

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

Council of Science Editors:

Williams A. A research project to prevent the exclusion from school of ‘at risk’ primary aged pupils. [Thesis]. University of Birmingham; 2018. Available from: http://etheses.bham.ac.uk//id/eprint/8902/

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


University of Greenwich

16. Morgan, Robert Austin. What are the perceptions of the practice of the deployment of teaching assistants by trainee teachers during classroom teaching experiences on a university-based Initial Teacher Training programme in southeast London?.

Degree: Thesis (EdD), 2018, University of Greenwich

 The deployment of teaching assistants is a key part of the trainee primary teacher's responsibility and is an under-researched area. This study explores how teaching… (more)

Subjects/Keywords: LB1501 Primary Education

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

APA (6th Edition):

Morgan, R. A. (2018). What are the perceptions of the practice of the deployment of teaching assistants by trainee teachers during classroom teaching experiences on a university-based Initial Teacher Training programme in southeast London?. (Doctoral Dissertation). University of Greenwich. Retrieved from http://gala.gre.ac.uk/id/eprint/23461/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.777640

Chicago Manual of Style (16th Edition):

Morgan, Robert Austin. “What are the perceptions of the practice of the deployment of teaching assistants by trainee teachers during classroom teaching experiences on a university-based Initial Teacher Training programme in southeast London?.” 2018. Doctoral Dissertation, University of Greenwich. Accessed October 23, 2019. http://gala.gre.ac.uk/id/eprint/23461/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.777640.

MLA Handbook (7th Edition):

Morgan, Robert Austin. “What are the perceptions of the practice of the deployment of teaching assistants by trainee teachers during classroom teaching experiences on a university-based Initial Teacher Training programme in southeast London?.” 2018. Web. 23 Oct 2019.

Vancouver:

Morgan RA. What are the perceptions of the practice of the deployment of teaching assistants by trainee teachers during classroom teaching experiences on a university-based Initial Teacher Training programme in southeast London?. [Internet] [Doctoral dissertation]. University of Greenwich; 2018. [cited 2019 Oct 23]. Available from: http://gala.gre.ac.uk/id/eprint/23461/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.777640.

Council of Science Editors:

Morgan RA. What are the perceptions of the practice of the deployment of teaching assistants by trainee teachers during classroom teaching experiences on a university-based Initial Teacher Training programme in southeast London?. [Doctoral Dissertation]. University of Greenwich; 2018. Available from: http://gala.gre.ac.uk/id/eprint/23461/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.777640


Unitec New Zealand

17. Ngatoro, Monique. The value of a school based digital learning framework : does it offer the support and guidance needed for teachers of varying digital capabilities?.

Degree: 2018, Unitec New Zealand

 RESEARCH QUESTIONS: 1. Can a Digital Learning Framework assist teachers with diverse digital capabilities to transform digital learning experiences? 2. What evidence will there be… (more)

Subjects/Keywords: New Zealand; Digital Learning Framework for Schools (N.Z.); DLF (Digital Learning Framework ); teacher development; professional learning and development (PLD); digital curriculum; online learning; Māori students; intermediate students; kaupapa Māori; Aotearoa / New Zealand; 130313 Teacher Education and Professional Development of Educators; 130306 Educational Technology and Computing; 130310 Māori Education (excl. Early Childhood and Primary Education); Kaiako; Ako-ā-matihiko; Kura tuatahi; Kaupapa; Ākonga

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

APA (6th Edition):

Ngatoro, M. (2018). The value of a school based digital learning framework : does it offer the support and guidance needed for teachers of varying digital capabilities?. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4641

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):

Ngatoro, Monique. “The value of a school based digital learning framework : does it offer the support and guidance needed for teachers of varying digital capabilities?.” 2018. Thesis, Unitec New Zealand. Accessed October 23, 2019. http://hdl.handle.net/10652/4641.

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

MLA Handbook (7th Edition):

Ngatoro, Monique. “The value of a school based digital learning framework : does it offer the support and guidance needed for teachers of varying digital capabilities?.” 2018. Web. 23 Oct 2019.

Vancouver:

Ngatoro M. The value of a school based digital learning framework : does it offer the support and guidance needed for teachers of varying digital capabilities?. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10652/4641.

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

Council of Science Editors:

Ngatoro M. The value of a school based digital learning framework : does it offer the support and guidance needed for teachers of varying digital capabilities?. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4641

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


University of Nottingham

18. Woods, Lois. Children's perspectives of primary school environments.

Degree: PhD, 2018, University of Nottingham

 It has been recognised for many years that children learn from direct experiences with their surrounding environments (Weinstein and David, 1987). Considering children spend the… (more)

Subjects/Keywords: LB1501 Primary education; NA Architecture

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APA (6th Edition):

Woods, L. (2018). Children's perspectives of primary school environments. (Doctoral Dissertation). University of Nottingham. Retrieved from http://eprints.nottingham.ac.uk/51143/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.748430

Chicago Manual of Style (16th Edition):

Woods, Lois. “Children's perspectives of primary school environments.” 2018. Doctoral Dissertation, University of Nottingham. Accessed October 23, 2019. http://eprints.nottingham.ac.uk/51143/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.748430.

MLA Handbook (7th Edition):

Woods, Lois. “Children's perspectives of primary school environments.” 2018. Web. 23 Oct 2019.

Vancouver:

Woods L. Children's perspectives of primary school environments. [Internet] [Doctoral dissertation]. University of Nottingham; 2018. [cited 2019 Oct 23]. Available from: http://eprints.nottingham.ac.uk/51143/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.748430.

Council of Science Editors:

Woods L. Children's perspectives of primary school environments. [Doctoral Dissertation]. University of Nottingham; 2018. Available from: http://eprints.nottingham.ac.uk/51143/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.748430


University of Birmingham

19. Pitt, Sophie Louise. The implications of an adaptation of the ‘Working On What Works’ (WOWW) intervention: a case study of a group of children in year 2 and their class teacher.

Degree: d_ae, College of Social Sciences, 2018, University of Birmingham

 Working on What Works (WOWW) is a solution-orientaied classroom management programme which targets both teachers and students, aiming to improve behaviour and relationships within the… (more)

Subjects/Keywords: BF Psychology; LB1501 Primary Education

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APA (6th Edition):

Pitt, S. L. (2018). The implications of an adaptation of the ‘Working On What Works’ (WOWW) intervention: a case study of a group of children in year 2 and their class teacher. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/8391/

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):

Pitt, Sophie Louise. “The implications of an adaptation of the ‘Working On What Works’ (WOWW) intervention: a case study of a group of children in year 2 and their class teacher.” 2018. Thesis, University of Birmingham. Accessed October 23, 2019. http://etheses.bham.ac.uk//id/eprint/8391/.

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

MLA Handbook (7th Edition):

Pitt, Sophie Louise. “The implications of an adaptation of the ‘Working On What Works’ (WOWW) intervention: a case study of a group of children in year 2 and their class teacher.” 2018. Web. 23 Oct 2019.

Vancouver:

Pitt SL. The implications of an adaptation of the ‘Working On What Works’ (WOWW) intervention: a case study of a group of children in year 2 and their class teacher. [Internet] [Thesis]. University of Birmingham; 2018. [cited 2019 Oct 23]. Available from: http://etheses.bham.ac.uk//id/eprint/8391/.

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

Council of Science Editors:

Pitt SL. The implications of an adaptation of the ‘Working On What Works’ (WOWW) intervention: a case study of a group of children in year 2 and their class teacher. [Thesis]. University of Birmingham; 2018. Available from: http://etheses.bham.ac.uk//id/eprint/8391/

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


University of Birmingham

20. Carey, Melissa Louise. Mindful or mind full? the effectiveness of a small scale mindfulness-based intervention in a mainstream primary school with year four children.

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

 This research aimed to establish the effectiveness of a mindfulness-based intervention facilitated by a trainee educational psychologist and a class teacher, with a class of… (more)

Subjects/Keywords: BF Psychology; LB1501 Primary Education

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

APA (6th Edition):

Carey, M. L. (2017). Mindful or mind full? the effectiveness of a small scale mindfulness-based intervention in a mainstream primary school with year four children. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/7898/

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):

Carey, Melissa Louise. “Mindful or mind full? the effectiveness of a small scale mindfulness-based intervention in a mainstream primary school with year four children.” 2017. Thesis, University of Birmingham. Accessed October 23, 2019. http://etheses.bham.ac.uk//id/eprint/7898/.

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

MLA Handbook (7th Edition):

Carey, Melissa Louise. “Mindful or mind full? the effectiveness of a small scale mindfulness-based intervention in a mainstream primary school with year four children.” 2017. Web. 23 Oct 2019.

Vancouver:

Carey ML. Mindful or mind full? the effectiveness of a small scale mindfulness-based intervention in a mainstream primary school with year four children. [Internet] [Thesis]. University of Birmingham; 2017. [cited 2019 Oct 23]. Available from: http://etheses.bham.ac.uk//id/eprint/7898/.

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

Council of Science Editors:

Carey ML. Mindful or mind full? the effectiveness of a small scale mindfulness-based intervention in a mainstream primary school with year four children. [Thesis]. University of Birmingham; 2017. Available from: http://etheses.bham.ac.uk//id/eprint/7898/

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


University of Birmingham

21. Taylor, Laura. Coaching primary school teaching assistants to mediate learning : a collaborative action research project and realistic evaluation.

Degree: Thesis (D.App.Ed.), 2018, University of Birmingham

 Research in the area of teaching assistant (TA) deployment in UK schools has suggested TAs are not always successful in enhancing the attainment of pupils… (more)

Subjects/Keywords: 370; LB1501 Primary Education

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

APA (6th Edition):

Taylor, L. (2018). Coaching primary school teaching assistants to mediate learning : a collaborative action research project and realistic evaluation. (Doctoral Dissertation). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/8514/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760393

Chicago Manual of Style (16th Edition):

Taylor, Laura. “Coaching primary school teaching assistants to mediate learning : a collaborative action research project and realistic evaluation.” 2018. Doctoral Dissertation, University of Birmingham. Accessed October 23, 2019. http://etheses.bham.ac.uk//id/eprint/8514/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760393.

MLA Handbook (7th Edition):

Taylor, Laura. “Coaching primary school teaching assistants to mediate learning : a collaborative action research project and realistic evaluation.” 2018. Web. 23 Oct 2019.

Vancouver:

Taylor L. Coaching primary school teaching assistants to mediate learning : a collaborative action research project and realistic evaluation. [Internet] [Doctoral dissertation]. University of Birmingham; 2018. [cited 2019 Oct 23]. Available from: http://etheses.bham.ac.uk//id/eprint/8514/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760393.

Council of Science Editors:

Taylor L. Coaching primary school teaching assistants to mediate learning : a collaborative action research project and realistic evaluation. [Doctoral Dissertation]. University of Birmingham; 2018. Available from: http://etheses.bham.ac.uk//id/eprint/8514/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760393

22. Earle, Sarah. The relationship between formative and summative teacher assessment of primary science in England.

Degree: PhD, 2018, Bath Spa University

 Assessment drives the taught curriculum, defines what is valued (Stobart 2008) and can enhance or hinder learning (Mansell et al. 2009). In England, the complexities… (more)

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

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APA (6th Edition):

Earle, S. (2018). The relationship between formative and summative teacher assessment of primary science in England. (Doctoral Dissertation). Bath Spa University. Retrieved from http://researchspace.bathspa.ac.uk/11554/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760281

Chicago Manual of Style (16th Edition):

Earle, Sarah. “The relationship between formative and summative teacher assessment of primary science in England.” 2018. Doctoral Dissertation, Bath Spa University. Accessed October 23, 2019. http://researchspace.bathspa.ac.uk/11554/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760281.

MLA Handbook (7th Edition):

Earle, Sarah. “The relationship between formative and summative teacher assessment of primary science in England.” 2018. Web. 23 Oct 2019.

Vancouver:

Earle S. The relationship between formative and summative teacher assessment of primary science in England. [Internet] [Doctoral dissertation]. Bath Spa University; 2018. [cited 2019 Oct 23]. Available from: http://researchspace.bathspa.ac.uk/11554/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760281.

Council of Science Editors:

Earle S. The relationship between formative and summative teacher assessment of primary science in England. [Doctoral Dissertation]. Bath Spa University; 2018. Available from: http://researchspace.bathspa.ac.uk/11554/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760281

23. Cartmell, K. M. An ethnographic exploration of the starting school transition within an English school.

Degree: PhD, 2018, Liverpool John Moores University

 This research aimed to investigate the starting school transition by exploring how the transition from home and/or nursery was being understood, interpreted and experienced by… (more)

Subjects/Keywords: 370; L Education (General); LB1501 Primary Education

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

APA (6th Edition):

Cartmell, K. M. (2018). An ethnographic exploration of the starting school transition within an English school. (Doctoral Dissertation). Liverpool John Moores University. Retrieved from http://researchonline.ljmu.ac.uk/id/eprint/8522/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743394

Chicago Manual of Style (16th Edition):

Cartmell, K M. “An ethnographic exploration of the starting school transition within an English school.” 2018. Doctoral Dissertation, Liverpool John Moores University. Accessed October 23, 2019. http://researchonline.ljmu.ac.uk/id/eprint/8522/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743394.

MLA Handbook (7th Edition):

Cartmell, K M. “An ethnographic exploration of the starting school transition within an English school.” 2018. Web. 23 Oct 2019.

Vancouver:

Cartmell KM. An ethnographic exploration of the starting school transition within an English school. [Internet] [Doctoral dissertation]. Liverpool John Moores University; 2018. [cited 2019 Oct 23]. Available from: http://researchonline.ljmu.ac.uk/id/eprint/8522/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743394.

Council of Science Editors:

Cartmell KM. An ethnographic exploration of the starting school transition within an English school. [Doctoral Dissertation]. Liverpool John Moores University; 2018. Available from: http://researchonline.ljmu.ac.uk/id/eprint/8522/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743394


Baylor University

24. [No author]. Exploring the beliefs of preservice teachers : the nature and learning of mathematics and student achievement in mathematics.

Degree: 2018, Baylor University

 The purpose of this study was to identify the beliefs of preservice mathematics teachers with regards to the nature of mathematics, the learning of mathematics,… (more)

Subjects/Keywords: Preservice teachers. TEDS-M. Beliefs. Mathematics. Nature. Learning. Achievement. PSTs. Secondary. Lower secondary. Primary.

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

APA (6th Edition):

author], [. (2018). Exploring the beliefs of preservice teachers : the nature and learning of mathematics and student achievement in mathematics. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/10354

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):

author], [No. “Exploring the beliefs of preservice teachers : the nature and learning of mathematics and student achievement in mathematics. ” 2018. Thesis, Baylor University. Accessed October 23, 2019. http://hdl.handle.net/2104/10354.

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

MLA Handbook (7th Edition):

author], [No. “Exploring the beliefs of preservice teachers : the nature and learning of mathematics and student achievement in mathematics. ” 2018. Web. 23 Oct 2019.

Vancouver:

author] [. Exploring the beliefs of preservice teachers : the nature and learning of mathematics and student achievement in mathematics. [Internet] [Thesis]. Baylor University; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2104/10354.

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

Council of Science Editors:

author] [. Exploring the beliefs of preservice teachers : the nature and learning of mathematics and student achievement in mathematics. [Thesis]. Baylor University; 2018. Available from: http://hdl.handle.net/2104/10354

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


University of Canterbury

25. Macfarlane AH. Wetekia kia rere: Place-conscious education approaches to reassure the Indigenization of science education: Wetekia kia rere : the potential for place-conscious education approaches to reassure the Indigenization of science education in New Zealand settings.

Degree: 2018, University of Canterbury

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130104 - Kura Kaupapa Māori (Māori Primary Education); Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130212 - Science, Technology and Engineering Curriculum and Pedagogy; Field of Research::13 - Education::1303 - Specialist Studies in Education::130310 - Māori Education (excl. Early Childhood and Primary Education); Nga Upoko Tukutuku / Maori Subject Headings::Mātauranga | Education::Waihanga | Teaching methods::Kura tuatahi | Education, Intermediate school (Mainstream); Education, Primary school (Mainstream); Intermediate school education (Mainstream); Intermediate schools (Mainstream); Primary school education (Mainstream); Primary schools (Mainstream); Schools, Intermediate (Mainstream); Schools, Primary (Mainstream)

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

APA (6th Edition):

AH, M. (2018). Wetekia kia rere: Place-conscious education approaches to reassure the Indigenization of science education: Wetekia kia rere : the potential for place-conscious education approaches to reassure the Indigenization of science education in New Zealand settings. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16276

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):

AH, Macfarlane. “Wetekia kia rere: Place-conscious education approaches to reassure the Indigenization of science education: Wetekia kia rere : the potential for place-conscious education approaches to reassure the Indigenization of science education in New Zealand settings.” 2018. Thesis, University of Canterbury. Accessed October 23, 2019. http://hdl.handle.net/10092/16276.

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

MLA Handbook (7th Edition):

AH, Macfarlane. “Wetekia kia rere: Place-conscious education approaches to reassure the Indigenization of science education: Wetekia kia rere : the potential for place-conscious education approaches to reassure the Indigenization of science education in New Zealand settings.” 2018. Web. 23 Oct 2019.

Vancouver:

AH M. Wetekia kia rere: Place-conscious education approaches to reassure the Indigenization of science education: Wetekia kia rere : the potential for place-conscious education approaches to reassure the Indigenization of science education in New Zealand settings. [Internet] [Thesis]. University of Canterbury; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10092/16276.

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

Council of Science Editors:

AH M. Wetekia kia rere: Place-conscious education approaches to reassure the Indigenization of science education: Wetekia kia rere : the potential for place-conscious education approaches to reassure the Indigenization of science education in New Zealand settings. [Thesis]. University of Canterbury; 2018. Available from: http://hdl.handle.net/10092/16276

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


University of South Africa

26. Maluleque, Iceu Juliao. Primary school dropout : case of Chicualacuala, Mozambique.

Degree: 2017, University of South Africa

 In 2004 Mozambique has made amazing efforts that opened up educational opportunities for many primary school children. According to Ministério da Educação (2012: 1), the… (more)

Subjects/Keywords: Primary school dropout; Primary school disruption; Dropout case study; Primary education; Primary school; Dropout factors; Dropout predictors; Dropout solution; Mozambique; Chicualacuala

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

APA (6th Edition):

Maluleque, I. J. (2017). Primary school dropout : case of Chicualacuala, Mozambique. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24561

Chicago Manual of Style (16th Edition):

Maluleque, Iceu Juliao. “Primary school dropout : case of Chicualacuala, Mozambique.” 2017. Masters Thesis, University of South Africa. Accessed October 23, 2019. http://hdl.handle.net/10500/24561.

MLA Handbook (7th Edition):

Maluleque, Iceu Juliao. “Primary school dropout : case of Chicualacuala, Mozambique.” 2017. Web. 23 Oct 2019.

Vancouver:

Maluleque IJ. Primary school dropout : case of Chicualacuala, Mozambique. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10500/24561.

Council of Science Editors:

Maluleque IJ. Primary school dropout : case of Chicualacuala, Mozambique. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24561


University of Warwick

27. Moseley, Anne. An inquiry into the development of intercultural learning in primary schools using applied scriptural reasoning principles.

Degree: PhD, 2018, University of Warwick

 This thesis explores the possibility of applying Scriptural Reasoning (SR) principles for promoting Intercultural Communicative Competence (ICC) in primary schools. It used storytelling and interfaith… (more)

Subjects/Keywords: LB1501 Primary Education; P Philology. Linguistics

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

APA (6th Edition):

Moseley, A. (2018). An inquiry into the development of intercultural learning in primary schools using applied scriptural reasoning principles. (Doctoral Dissertation). University of Warwick. Retrieved from http://wrap.warwick.ac.uk/112822/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767124

Chicago Manual of Style (16th Edition):

Moseley, Anne. “An inquiry into the development of intercultural learning in primary schools using applied scriptural reasoning principles.” 2018. Doctoral Dissertation, University of Warwick. Accessed October 23, 2019. http://wrap.warwick.ac.uk/112822/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767124.

MLA Handbook (7th Edition):

Moseley, Anne. “An inquiry into the development of intercultural learning in primary schools using applied scriptural reasoning principles.” 2018. Web. 23 Oct 2019.

Vancouver:

Moseley A. An inquiry into the development of intercultural learning in primary schools using applied scriptural reasoning principles. [Internet] [Doctoral dissertation]. University of Warwick; 2018. [cited 2019 Oct 23]. Available from: http://wrap.warwick.ac.uk/112822/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767124.

Council of Science Editors:

Moseley A. An inquiry into the development of intercultural learning in primary schools using applied scriptural reasoning principles. [Doctoral Dissertation]. University of Warwick; 2018. Available from: http://wrap.warwick.ac.uk/112822/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767124


University of Birmingham

28. Pitt, Sophie Louise. The implications of an adaptation of the 'Working on What Works' (WOWW) intervention : a case study of a group of children in year 2 and their class teacher.

Degree: Thesis (D.App.Ed.), 2018, University of Birmingham

 Working on What Works (WOWW) is a solution-orientied classroom management programme which targets both teachers and students, aiming to improve behaviour and relationships within the… (more)

Subjects/Keywords: 370; BF Psychology; LB1501 Primary Education

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

APA (6th Edition):

Pitt, S. L. (2018). The implications of an adaptation of the 'Working on What Works' (WOWW) intervention : a case study of a group of children in year 2 and their class teacher. (Doctoral Dissertation). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/8391/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.753121

Chicago Manual of Style (16th Edition):

Pitt, Sophie Louise. “The implications of an adaptation of the 'Working on What Works' (WOWW) intervention : a case study of a group of children in year 2 and their class teacher.” 2018. Doctoral Dissertation, University of Birmingham. Accessed October 23, 2019. http://etheses.bham.ac.uk//id/eprint/8391/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.753121.

MLA Handbook (7th Edition):

Pitt, Sophie Louise. “The implications of an adaptation of the 'Working on What Works' (WOWW) intervention : a case study of a group of children in year 2 and their class teacher.” 2018. Web. 23 Oct 2019.

Vancouver:

Pitt SL. The implications of an adaptation of the 'Working on What Works' (WOWW) intervention : a case study of a group of children in year 2 and their class teacher. [Internet] [Doctoral dissertation]. University of Birmingham; 2018. [cited 2019 Oct 23]. Available from: http://etheses.bham.ac.uk//id/eprint/8391/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.753121.

Council of Science Editors:

Pitt SL. The implications of an adaptation of the 'Working on What Works' (WOWW) intervention : a case study of a group of children in year 2 and their class teacher. [Doctoral Dissertation]. University of Birmingham; 2018. Available from: http://etheses.bham.ac.uk//id/eprint/8391/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.753121


University of Waikato

29. Johnson, Nicola. Primary school physical education: Professional learning as a partnership between a specialist and generalists .

Degree: 2018, University of Waikato

 The quality of physical education (PE) lessons delivered by generalist primary school teachers is recognised across the literature as inadequate. As a secondary PE teacher,… (more)

Subjects/Keywords: Physical Education; Professional Learning; Primary School

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

APA (6th Edition):

Johnson, N. (2018). Primary school physical education: Professional learning as a partnership between a specialist and generalists . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12302

Chicago Manual of Style (16th Edition):

Johnson, Nicola. “Primary school physical education: Professional learning as a partnership between a specialist and generalists .” 2018. Doctoral Dissertation, University of Waikato. Accessed October 23, 2019. http://hdl.handle.net/10289/12302.

MLA Handbook (7th Edition):

Johnson, Nicola. “Primary school physical education: Professional learning as a partnership between a specialist and generalists .” 2018. Web. 23 Oct 2019.

Vancouver:

Johnson N. Primary school physical education: Professional learning as a partnership between a specialist and generalists . [Internet] [Doctoral dissertation]. University of Waikato; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10289/12302.

Council of Science Editors:

Johnson N. Primary school physical education: Professional learning as a partnership between a specialist and generalists . [Doctoral Dissertation]. University of Waikato; 2018. Available from: http://hdl.handle.net/10289/12302

30. Farrell, Elizabeth. An investigation into the implementation and impact of literacy initiatives on disadvantaged primary schools in urban Ireland.

Degree: PhD, 2018, University of Lincoln

 Background: In 2005, a national initiative was launched in Ireland, supporting designated schools in disadvantaged areas, known as Delivering Equality of Opportunity in Schools (DEIS).… (more)

Subjects/Keywords: X320 Academic studies in Primary Education

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

APA (6th Edition):

Farrell, E. (2018). An investigation into the implementation and impact of literacy initiatives on disadvantaged primary schools in urban Ireland. (Doctoral Dissertation). University of Lincoln. Retrieved from http://eprints.lincoln.ac.uk/35713/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.771092

Chicago Manual of Style (16th Edition):

Farrell, Elizabeth. “An investigation into the implementation and impact of literacy initiatives on disadvantaged primary schools in urban Ireland.” 2018. Doctoral Dissertation, University of Lincoln. Accessed October 23, 2019. http://eprints.lincoln.ac.uk/35713/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.771092.

MLA Handbook (7th Edition):

Farrell, Elizabeth. “An investigation into the implementation and impact of literacy initiatives on disadvantaged primary schools in urban Ireland.” 2018. Web. 23 Oct 2019.

Vancouver:

Farrell E. An investigation into the implementation and impact of literacy initiatives on disadvantaged primary schools in urban Ireland. [Internet] [Doctoral dissertation]. University of Lincoln; 2018. [cited 2019 Oct 23]. Available from: http://eprints.lincoln.ac.uk/35713/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.771092.

Council of Science Editors:

Farrell E. An investigation into the implementation and impact of literacy initiatives on disadvantaged primary schools in urban Ireland. [Doctoral Dissertation]. University of Lincoln; 2018. Available from: http://eprints.lincoln.ac.uk/35713/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.771092

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