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You searched for subject:(374). Showing records 1 – 30 of 203 total matches.

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1. Jones, A. Learning and support of 'older adults' in the use of Information and Communications Technologies : a framework to enhance technology engagement.

Degree: PhD, 2013, Nottingham Trent University

 This research provides independent and in-depth knowledge and understanding of ‘older adult’ learning (those aged 50 and over) and Information and Communications Technologies (ICTs) with… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Jones, A. (2013). Learning and support of 'older adults' in the use of Information and Communications Technologies : a framework to enhance technology engagement. (Doctoral Dissertation). Nottingham Trent University. Retrieved from http://irep.ntu.ac.uk/id/eprint/262/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629294

Chicago Manual of Style (16th Edition):

Jones, A. “Learning and support of 'older adults' in the use of Information and Communications Technologies : a framework to enhance technology engagement.” 2013. Doctoral Dissertation, Nottingham Trent University. Accessed August 18, 2019. http://irep.ntu.ac.uk/id/eprint/262/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629294.

MLA Handbook (7th Edition):

Jones, A. “Learning and support of 'older adults' in the use of Information and Communications Technologies : a framework to enhance technology engagement.” 2013. Web. 18 Aug 2019.

Vancouver:

Jones A. Learning and support of 'older adults' in the use of Information and Communications Technologies : a framework to enhance technology engagement. [Internet] [Doctoral dissertation]. Nottingham Trent University; 2013. [cited 2019 Aug 18]. Available from: http://irep.ntu.ac.uk/id/eprint/262/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629294.

Council of Science Editors:

Jones A. Learning and support of 'older adults' in the use of Information and Communications Technologies : a framework to enhance technology engagement. [Doctoral Dissertation]. Nottingham Trent University; 2013. Available from: http://irep.ntu.ac.uk/id/eprint/262/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629294


University of East Anglia

2. Einarsdottir, Marta. Women's adult education as a 'Site of Struggle' in marriage in Mozambique.

Degree: PhD, 2012, University of East Anglia

 In this thesis I have adopted a feminist ethnographic approach to explore how women's adult education in Mozambique is influenced by perceptions of their gendered… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Einarsdottir, M. (2012). Women's adult education as a 'Site of Struggle' in marriage in Mozambique. (Doctoral Dissertation). University of East Anglia. Retrieved from https://ueaeprints.uea.ac.uk/51300/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630114

Chicago Manual of Style (16th Edition):

Einarsdottir, Marta. “Women's adult education as a 'Site of Struggle' in marriage in Mozambique.” 2012. Doctoral Dissertation, University of East Anglia. Accessed August 18, 2019. https://ueaeprints.uea.ac.uk/51300/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630114.

MLA Handbook (7th Edition):

Einarsdottir, Marta. “Women's adult education as a 'Site of Struggle' in marriage in Mozambique.” 2012. Web. 18 Aug 2019.

Vancouver:

Einarsdottir M. Women's adult education as a 'Site of Struggle' in marriage in Mozambique. [Internet] [Doctoral dissertation]. University of East Anglia; 2012. [cited 2019 Aug 18]. Available from: https://ueaeprints.uea.ac.uk/51300/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630114.

Council of Science Editors:

Einarsdottir M. Women's adult education as a 'Site of Struggle' in marriage in Mozambique. [Doctoral Dissertation]. University of East Anglia; 2012. Available from: https://ueaeprints.uea.ac.uk/51300/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630114

3. Maykels, Paul. Does further education mean business? : an investigation into the impact leaders of colleges of further education in England believe their organisations contribute towards business competitiveness.

Degree: PhD, 2015, University of Bolton

 Over £40 billion is invested annually in the United Kingdom by employers on business training and skills development in order to enhance the skills of… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Maykels, P. (2015). Does further education mean business? : an investigation into the impact leaders of colleges of further education in England believe their organisations contribute towards business competitiveness. (Doctoral Dissertation). University of Bolton. Retrieved from http://ubir.bolton.ac.uk/849/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687611

Chicago Manual of Style (16th Edition):

Maykels, Paul. “Does further education mean business? : an investigation into the impact leaders of colleges of further education in England believe their organisations contribute towards business competitiveness.” 2015. Doctoral Dissertation, University of Bolton. Accessed August 18, 2019. http://ubir.bolton.ac.uk/849/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687611.

MLA Handbook (7th Edition):

Maykels, Paul. “Does further education mean business? : an investigation into the impact leaders of colleges of further education in England believe their organisations contribute towards business competitiveness.” 2015. Web. 18 Aug 2019.

Vancouver:

Maykels P. Does further education mean business? : an investigation into the impact leaders of colleges of further education in England believe their organisations contribute towards business competitiveness. [Internet] [Doctoral dissertation]. University of Bolton; 2015. [cited 2019 Aug 18]. Available from: http://ubir.bolton.ac.uk/849/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687611.

Council of Science Editors:

Maykels P. Does further education mean business? : an investigation into the impact leaders of colleges of further education in England believe their organisations contribute towards business competitiveness. [Doctoral Dissertation]. University of Bolton; 2015. Available from: http://ubir.bolton.ac.uk/849/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687611

4. Challender, Jason. Collaborative trust in UK Further Education procurement strategies.

Degree: PhD, 2016, University of Bolton

 In recent times, government led consortium strategies for collaborative procurement of major capital projects in the Further Education (FE) sector have been heralded as a… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Challender, J. (2016). Collaborative trust in UK Further Education procurement strategies. (Doctoral Dissertation). University of Bolton. Retrieved from http://ubir.bolton.ac.uk/906/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687618

Chicago Manual of Style (16th Edition):

Challender, Jason. “Collaborative trust in UK Further Education procurement strategies.” 2016. Doctoral Dissertation, University of Bolton. Accessed August 18, 2019. http://ubir.bolton.ac.uk/906/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687618.

MLA Handbook (7th Edition):

Challender, Jason. “Collaborative trust in UK Further Education procurement strategies.” 2016. Web. 18 Aug 2019.

Vancouver:

Challender J. Collaborative trust in UK Further Education procurement strategies. [Internet] [Doctoral dissertation]. University of Bolton; 2016. [cited 2019 Aug 18]. Available from: http://ubir.bolton.ac.uk/906/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687618.

Council of Science Editors:

Challender J. Collaborative trust in UK Further Education procurement strategies. [Doctoral Dissertation]. University of Bolton; 2016. Available from: http://ubir.bolton.ac.uk/906/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687618

5. Bissland, Val. Ways of learning in later life : older adults' voices. An exploration into older adults' preferred learning and communication styles and how these fit with recent neuroscience insights into adult learning.

Degree: 2011, University of Strathclyde

 This study explored older adults’ preferred learning and communication styles to identify the types of classroom experiences which could best contribute to wellbeing and mental… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Bissland, V. (2011). Ways of learning in later life : older adults' voices. An exploration into older adults' preferred learning and communication styles and how these fit with recent neuroscience insights into adult learning. (Doctoral Dissertation). University of Strathclyde. Retrieved from http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=16918 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570654

Chicago Manual of Style (16th Edition):

Bissland, Val. “Ways of learning in later life : older adults' voices. An exploration into older adults' preferred learning and communication styles and how these fit with recent neuroscience insights into adult learning.” 2011. Doctoral Dissertation, University of Strathclyde. Accessed August 18, 2019. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=16918 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570654.

MLA Handbook (7th Edition):

Bissland, Val. “Ways of learning in later life : older adults' voices. An exploration into older adults' preferred learning and communication styles and how these fit with recent neuroscience insights into adult learning.” 2011. Web. 18 Aug 2019.

Vancouver:

Bissland V. Ways of learning in later life : older adults' voices. An exploration into older adults' preferred learning and communication styles and how these fit with recent neuroscience insights into adult learning. [Internet] [Doctoral dissertation]. University of Strathclyde; 2011. [cited 2019 Aug 18]. Available from: http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=16918 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570654.

Council of Science Editors:

Bissland V. Ways of learning in later life : older adults' voices. An exploration into older adults' preferred learning and communication styles and how these fit with recent neuroscience insights into adult learning. [Doctoral Dissertation]. University of Strathclyde; 2011. Available from: http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=16918 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570654

6. Weston, Joanne Elizabeth. Passion, pragmatics and politics : senior women leaders in further education : an exploration of leadership style and identity.

Degree: Thesis (EdD), 2015, University of the West of England, Bristol

 Despite the radical equal opportunities legislation of the 1970s and the more recent Equality Act of 2010, women are still under-represented in senior leadership roles… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Weston, J. E. (2015). Passion, pragmatics and politics : senior women leaders in further education : an exploration of leadership style and identity. (Doctoral Dissertation). University of the West of England, Bristol. Retrieved from http://eprints.uwe.ac.uk/27394/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687200

Chicago Manual of Style (16th Edition):

Weston, Joanne Elizabeth. “Passion, pragmatics and politics : senior women leaders in further education : an exploration of leadership style and identity.” 2015. Doctoral Dissertation, University of the West of England, Bristol. Accessed August 18, 2019. http://eprints.uwe.ac.uk/27394/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687200.

MLA Handbook (7th Edition):

Weston, Joanne Elizabeth. “Passion, pragmatics and politics : senior women leaders in further education : an exploration of leadership style and identity.” 2015. Web. 18 Aug 2019.

Vancouver:

Weston JE. Passion, pragmatics and politics : senior women leaders in further education : an exploration of leadership style and identity. [Internet] [Doctoral dissertation]. University of the West of England, Bristol; 2015. [cited 2019 Aug 18]. Available from: http://eprints.uwe.ac.uk/27394/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687200.

Council of Science Editors:

Weston JE. Passion, pragmatics and politics : senior women leaders in further education : an exploration of leadership style and identity. [Doctoral Dissertation]. University of the West of England, Bristol; 2015. Available from: http://eprints.uwe.ac.uk/27394/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687200


University of Sheffield

7. Oughton, Helen. "We all play teacher" : a study of student discourse in adult numeracy classrooms.

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

 In this study, the emerging methodology of linguistic ethnography is applied to the under-researched setting of the adult numeracy classroom. Students' naturally-occurring discourse is audio-recorded… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Oughton, H. (2010). "We all play teacher" : a study of student discourse in adult numeracy classrooms. (Doctoral Dissertation). University of Sheffield. Retrieved from http://etheses.whiterose.ac.uk/15114/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558703

Chicago Manual of Style (16th Edition):

Oughton, Helen. “"We all play teacher" : a study of student discourse in adult numeracy classrooms.” 2010. Doctoral Dissertation, University of Sheffield. Accessed August 18, 2019. http://etheses.whiterose.ac.uk/15114/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558703.

MLA Handbook (7th Edition):

Oughton, Helen. “"We all play teacher" : a study of student discourse in adult numeracy classrooms.” 2010. Web. 18 Aug 2019.

Vancouver:

Oughton H. "We all play teacher" : a study of student discourse in adult numeracy classrooms. [Internet] [Doctoral dissertation]. University of Sheffield; 2010. [cited 2019 Aug 18]. Available from: http://etheses.whiterose.ac.uk/15114/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558703.

Council of Science Editors:

Oughton H. "We all play teacher" : a study of student discourse in adult numeracy classrooms. [Doctoral Dissertation]. University of Sheffield; 2010. Available from: http://etheses.whiterose.ac.uk/15114/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558703

8. Kozinska, Katarzyna Aldona. Supporting lifelong learning with Open Educational Resources (OER) among diverse users : motivations for, and approaches to, learning with different OER.

Degree: 2013, Open University

 This thesis presents a study which aimed to understand: 1) What motivates and influences learning with Open Educational Resources (OER) among different users, and 2)… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Kozinska, K. A. (2013). Supporting lifelong learning with Open Educational Resources (OER) among diverse users : motivations for, and approaches to, learning with different OER. (Doctoral Dissertation). Open University. Retrieved from http://oro.open.ac.uk/40290/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603515

Chicago Manual of Style (16th Edition):

Kozinska, Katarzyna Aldona. “Supporting lifelong learning with Open Educational Resources (OER) among diverse users : motivations for, and approaches to, learning with different OER.” 2013. Doctoral Dissertation, Open University. Accessed August 18, 2019. http://oro.open.ac.uk/40290/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603515.

MLA Handbook (7th Edition):

Kozinska, Katarzyna Aldona. “Supporting lifelong learning with Open Educational Resources (OER) among diverse users : motivations for, and approaches to, learning with different OER.” 2013. Web. 18 Aug 2019.

Vancouver:

Kozinska KA. Supporting lifelong learning with Open Educational Resources (OER) among diverse users : motivations for, and approaches to, learning with different OER. [Internet] [Doctoral dissertation]. Open University; 2013. [cited 2019 Aug 18]. Available from: http://oro.open.ac.uk/40290/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603515.

Council of Science Editors:

Kozinska KA. Supporting lifelong learning with Open Educational Resources (OER) among diverse users : motivations for, and approaches to, learning with different OER. [Doctoral Dissertation]. Open University; 2013. Available from: http://oro.open.ac.uk/40290/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603515


University of Newcastle upon Tyne

9. Whiterod, Lindsey Janet. A case study of coaching in leadership in further education.

Degree: Thesis (EdD), 2014, University of Newcastle upon Tyne

 There have been many complex and contradictory policy changes in further education colleges in the last twenty years. Whilst there has been a focus on… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Whiterod, L. J. (2014). A case study of coaching in leadership in further education. (Doctoral Dissertation). University of Newcastle upon Tyne. Retrieved from http://hdl.handle.net/10443/2718

Chicago Manual of Style (16th Edition):

Whiterod, Lindsey Janet. “A case study of coaching in leadership in further education.” 2014. Doctoral Dissertation, University of Newcastle upon Tyne. Accessed August 18, 2019. http://hdl.handle.net/10443/2718.

MLA Handbook (7th Edition):

Whiterod, Lindsey Janet. “A case study of coaching in leadership in further education.” 2014. Web. 18 Aug 2019.

Vancouver:

Whiterod LJ. A case study of coaching in leadership in further education. [Internet] [Doctoral dissertation]. University of Newcastle upon Tyne; 2014. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10443/2718.

Council of Science Editors:

Whiterod LJ. A case study of coaching in leadership in further education. [Doctoral Dissertation]. University of Newcastle upon Tyne; 2014. Available from: http://hdl.handle.net/10443/2718

10. Kempster, Jonathan. Integrating innovative environmental pedagogies into practice in adult community education.

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

 This study explores whether innovative environmental pedagogies that encourage learners to reflect on nature and are socially-critical can be integrated into teaching practice in a… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Kempster, J. (2016). Integrating innovative environmental pedagogies into practice in adult community education. (Doctoral Dissertation). University of Sheffield. Retrieved from http://etheses.whiterose.ac.uk/16421/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.706023

Chicago Manual of Style (16th Edition):

Kempster, Jonathan. “Integrating innovative environmental pedagogies into practice in adult community education.” 2016. Doctoral Dissertation, University of Sheffield. Accessed August 18, 2019. http://etheses.whiterose.ac.uk/16421/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.706023.

MLA Handbook (7th Edition):

Kempster, Jonathan. “Integrating innovative environmental pedagogies into practice in adult community education.” 2016. Web. 18 Aug 2019.

Vancouver:

Kempster J. Integrating innovative environmental pedagogies into practice in adult community education. [Internet] [Doctoral dissertation]. University of Sheffield; 2016. [cited 2019 Aug 18]. Available from: http://etheses.whiterose.ac.uk/16421/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.706023.

Council of Science Editors:

Kempster J. Integrating innovative environmental pedagogies into practice in adult community education. [Doctoral Dissertation]. University of Sheffield; 2016. Available from: http://etheses.whiterose.ac.uk/16421/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.706023

11. Husband, Gary. The impact of teacher training on continuing professional development needs for teaching and learning in post compulsory education.

Degree: PhD, 2015, Bangor University

 This thesis presents the findings of a research project that investigated the impact of teacher training for lecturers in post-compulsory education on engagement with continuing… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Husband, G. (2015). The impact of teacher training on continuing professional development needs for teaching and learning in post compulsory education. (Doctoral Dissertation). Bangor University. Retrieved from https://research.bangor.ac.uk/portal/en/theses/the-impact-of-teacher-training-on-continuing-professional-development-needs-for-teaching-and-learning-in-post-compulsory-education(e785f36f-4e8a-4773-a8cc-ea2784c751cd).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683508

Chicago Manual of Style (16th Edition):

Husband, Gary. “The impact of teacher training on continuing professional development needs for teaching and learning in post compulsory education.” 2015. Doctoral Dissertation, Bangor University. Accessed August 18, 2019. https://research.bangor.ac.uk/portal/en/theses/the-impact-of-teacher-training-on-continuing-professional-development-needs-for-teaching-and-learning-in-post-compulsory-education(e785f36f-4e8a-4773-a8cc-ea2784c751cd).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683508.

MLA Handbook (7th Edition):

Husband, Gary. “The impact of teacher training on continuing professional development needs for teaching and learning in post compulsory education.” 2015. Web. 18 Aug 2019.

Vancouver:

Husband G. The impact of teacher training on continuing professional development needs for teaching and learning in post compulsory education. [Internet] [Doctoral dissertation]. Bangor University; 2015. [cited 2019 Aug 18]. Available from: https://research.bangor.ac.uk/portal/en/theses/the-impact-of-teacher-training-on-continuing-professional-development-needs-for-teaching-and-learning-in-post-compulsory-education(e785f36f-4e8a-4773-a8cc-ea2784c751cd).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683508.

Council of Science Editors:

Husband G. The impact of teacher training on continuing professional development needs for teaching and learning in post compulsory education. [Doctoral Dissertation]. Bangor University; 2015. Available from: https://research.bangor.ac.uk/portal/en/theses/the-impact-of-teacher-training-on-continuing-professional-development-needs-for-teaching-and-learning-in-post-compulsory-education(e785f36f-4e8a-4773-a8cc-ea2784c751cd).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683508

12. Lillis, Finbar. Discourse, practice and power in adult learning reform in England and Wales, 2000-2014.

Degree: Thesis (D.Prof.), 2016, Middlesex University

 This analysis of the exercise of power in and behind some of the important discourses in adult learning reform in England and Wales, 2000-2014, examines… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Lillis, F. (2016). Discourse, practice and power in adult learning reform in England and Wales, 2000-2014. (Doctoral Dissertation). Middlesex University. Retrieved from http://eprints.mdx.ac.uk/20806/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697827

Chicago Manual of Style (16th Edition):

Lillis, Finbar. “Discourse, practice and power in adult learning reform in England and Wales, 2000-2014.” 2016. Doctoral Dissertation, Middlesex University. Accessed August 18, 2019. http://eprints.mdx.ac.uk/20806/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697827.

MLA Handbook (7th Edition):

Lillis, Finbar. “Discourse, practice and power in adult learning reform in England and Wales, 2000-2014.” 2016. Web. 18 Aug 2019.

Vancouver:

Lillis F. Discourse, practice and power in adult learning reform in England and Wales, 2000-2014. [Internet] [Doctoral dissertation]. Middlesex University; 2016. [cited 2019 Aug 18]. Available from: http://eprints.mdx.ac.uk/20806/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697827.

Council of Science Editors:

Lillis F. Discourse, practice and power in adult learning reform in England and Wales, 2000-2014. [Doctoral Dissertation]. Middlesex University; 2016. Available from: http://eprints.mdx.ac.uk/20806/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697827

13. Dodge, Rachel. Enhancing wellbeing : evaluating an intervention for Further Education students.

Degree: PhD, 2016, Cardiff Metropolitan University

 Wellbeing is an emerging science. However, there are a number of differing views regarding how to define it as a concept, whether it is able… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Dodge, R. (2016). Enhancing wellbeing : evaluating an intervention for Further Education students. (Doctoral Dissertation). Cardiff Metropolitan University. Retrieved from http://hdl.handle.net/10369/8139

Chicago Manual of Style (16th Edition):

Dodge, Rachel. “Enhancing wellbeing : evaluating an intervention for Further Education students.” 2016. Doctoral Dissertation, Cardiff Metropolitan University. Accessed August 18, 2019. http://hdl.handle.net/10369/8139.

MLA Handbook (7th Edition):

Dodge, Rachel. “Enhancing wellbeing : evaluating an intervention for Further Education students.” 2016. Web. 18 Aug 2019.

Vancouver:

Dodge R. Enhancing wellbeing : evaluating an intervention for Further Education students. [Internet] [Doctoral dissertation]. Cardiff Metropolitan University; 2016. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10369/8139.

Council of Science Editors:

Dodge R. Enhancing wellbeing : evaluating an intervention for Further Education students. [Doctoral Dissertation]. Cardiff Metropolitan University; 2016. Available from: http://hdl.handle.net/10369/8139


University of Manchester

14. O'Leary, Joanne Louise. The impact of the 'social and emotional aspects of learning' framework on primary aged pupils' learning, attendance and behaviour.

Degree: Thesis (D.Ed.Psy.), 2012, University of Manchester

 In 2005, twenty four Lindale schools implemented the DCSF (Department for Children, Schools and Families) framework “Social and Emotional Aspects of Learning” (SEAL). The framework… (more)

Subjects/Keywords: 374

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APA (6th Edition):

O'Leary, J. L. (2012). The impact of the 'social and emotional aspects of learning' framework on primary aged pupils' learning, attendance and behaviour. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/the-impact-of-the-social-and-emotional-aspects-of-learning-framework-on-primary-aged-pupils-learning-attendance-and-behaviour(14c581fd-d5e4-4754-8df6-5ab5fcf71cbd).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555564

Chicago Manual of Style (16th Edition):

O'Leary, Joanne Louise. “The impact of the 'social and emotional aspects of learning' framework on primary aged pupils' learning, attendance and behaviour.” 2012. Doctoral Dissertation, University of Manchester. Accessed August 18, 2019. https://www.research.manchester.ac.uk/portal/en/theses/the-impact-of-the-social-and-emotional-aspects-of-learning-framework-on-primary-aged-pupils-learning-attendance-and-behaviour(14c581fd-d5e4-4754-8df6-5ab5fcf71cbd).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555564.

MLA Handbook (7th Edition):

O'Leary, Joanne Louise. “The impact of the 'social and emotional aspects of learning' framework on primary aged pupils' learning, attendance and behaviour.” 2012. Web. 18 Aug 2019.

Vancouver:

O'Leary JL. The impact of the 'social and emotional aspects of learning' framework on primary aged pupils' learning, attendance and behaviour. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2019 Aug 18]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-impact-of-the-social-and-emotional-aspects-of-learning-framework-on-primary-aged-pupils-learning-attendance-and-behaviour(14c581fd-d5e4-4754-8df6-5ab5fcf71cbd).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555564.

Council of Science Editors:

O'Leary JL. The impact of the 'social and emotional aspects of learning' framework on primary aged pupils' learning, attendance and behaviour. [Doctoral Dissertation]. University of Manchester; 2012. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-impact-of-the-social-and-emotional-aspects-of-learning-framework-on-primary-aged-pupils-learning-attendance-and-behaviour(14c581fd-d5e4-4754-8df6-5ab5fcf71cbd).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555564

15. George, D. J. Motivating students to achieve in a vocational services sector programme within further education.

Degree: PhD, 2016, University of the West of England, Bristol

 This thesis explores learning motivation in a vocational further education setting, and investigates whether and why learners may not be achieving as highly as expected.… (more)

Subjects/Keywords: 374

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

APA (6th Edition):

George, D. J. (2016). Motivating students to achieve in a vocational services sector programme within further education. (Doctoral Dissertation). University of the West of England, Bristol. Retrieved from http://eprints.uwe.ac.uk/24263/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.690519

Chicago Manual of Style (16th Edition):

George, D J. “Motivating students to achieve in a vocational services sector programme within further education.” 2016. Doctoral Dissertation, University of the West of England, Bristol. Accessed August 18, 2019. http://eprints.uwe.ac.uk/24263/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.690519.

MLA Handbook (7th Edition):

George, D J. “Motivating students to achieve in a vocational services sector programme within further education.” 2016. Web. 18 Aug 2019.

Vancouver:

George DJ. Motivating students to achieve in a vocational services sector programme within further education. [Internet] [Doctoral dissertation]. University of the West of England, Bristol; 2016. [cited 2019 Aug 18]. Available from: http://eprints.uwe.ac.uk/24263/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.690519.

Council of Science Editors:

George DJ. Motivating students to achieve in a vocational services sector programme within further education. [Doctoral Dissertation]. University of the West of England, Bristol; 2016. Available from: http://eprints.uwe.ac.uk/24263/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.690519

16. de Waard, Inge. Self-directed learning of experienced adult online learners enrolled in FutureLearn MOOCs.

Degree: PhD, 2017, Open University

 This research resulted in a conceptual framework describing the actual learning components influencing the learning experience of informal, adult learners engaged in FutureLearn courses. The… (more)

Subjects/Keywords: 374

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

APA (6th Edition):

de Waard, I. (2017). Self-directed learning of experienced adult online learners enrolled in FutureLearn MOOCs. (Doctoral Dissertation). Open University. Retrieved from http://oro.open.ac.uk/49604/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722515

Chicago Manual of Style (16th Edition):

de Waard, Inge. “Self-directed learning of experienced adult online learners enrolled in FutureLearn MOOCs.” 2017. Doctoral Dissertation, Open University. Accessed August 18, 2019. http://oro.open.ac.uk/49604/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722515.

MLA Handbook (7th Edition):

de Waard, Inge. “Self-directed learning of experienced adult online learners enrolled in FutureLearn MOOCs.” 2017. Web. 18 Aug 2019.

Vancouver:

de Waard I. Self-directed learning of experienced adult online learners enrolled in FutureLearn MOOCs. [Internet] [Doctoral dissertation]. Open University; 2017. [cited 2019 Aug 18]. Available from: http://oro.open.ac.uk/49604/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722515.

Council of Science Editors:

de Waard I. Self-directed learning of experienced adult online learners enrolled in FutureLearn MOOCs. [Doctoral Dissertation]. Open University; 2017. Available from: http://oro.open.ac.uk/49604/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722515

17. Harrington, Stephen Anthony. Benefits and losses : non-traditional adult learners returning to education.

Degree: Thesis (EdD), 2017, Open University

 This study investigates the experience of seven non-traditional adults returning to education. All had won individual or group ‘adult student of the year’ awards. The… (more)

Subjects/Keywords: 374

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

APA (6th Edition):

Harrington, S. A. (2017). Benefits and losses : non-traditional adult learners returning to education. (Doctoral Dissertation). Open University. Retrieved from http://oro.open.ac.uk/50551/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722533

Chicago Manual of Style (16th Edition):

Harrington, Stephen Anthony. “Benefits and losses : non-traditional adult learners returning to education.” 2017. Doctoral Dissertation, Open University. Accessed August 18, 2019. http://oro.open.ac.uk/50551/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722533.

MLA Handbook (7th Edition):

Harrington, Stephen Anthony. “Benefits and losses : non-traditional adult learners returning to education.” 2017. Web. 18 Aug 2019.

Vancouver:

Harrington SA. Benefits and losses : non-traditional adult learners returning to education. [Internet] [Doctoral dissertation]. Open University; 2017. [cited 2019 Aug 18]. Available from: http://oro.open.ac.uk/50551/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722533.

Council of Science Editors:

Harrington SA. Benefits and losses : non-traditional adult learners returning to education. [Doctoral Dissertation]. Open University; 2017. Available from: http://oro.open.ac.uk/50551/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722533


University of Southampton

18. Ridley, Rebecca. Post-16 education and training in England as a force for division in youth political learning and practice.

Degree: PhD, 2016, University of Southampton

 This doctoral study examines young people’s political learning and participation across post-16 education and training pathways (upper-secondary school) in England. This study is prompted by… (more)

Subjects/Keywords: 374

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

APA (6th Edition):

Ridley, R. (2016). Post-16 education and training in England as a force for division in youth political learning and practice. (Doctoral Dissertation). University of Southampton. Retrieved from https://eprints.soton.ac.uk/397584/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698355

Chicago Manual of Style (16th Edition):

Ridley, Rebecca. “Post-16 education and training in England as a force for division in youth political learning and practice.” 2016. Doctoral Dissertation, University of Southampton. Accessed August 18, 2019. https://eprints.soton.ac.uk/397584/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698355.

MLA Handbook (7th Edition):

Ridley, Rebecca. “Post-16 education and training in England as a force for division in youth political learning and practice.” 2016. Web. 18 Aug 2019.

Vancouver:

Ridley R. Post-16 education and training in England as a force for division in youth political learning and practice. [Internet] [Doctoral dissertation]. University of Southampton; 2016. [cited 2019 Aug 18]. Available from: https://eprints.soton.ac.uk/397584/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698355.

Council of Science Editors:

Ridley R. Post-16 education and training in England as a force for division in youth political learning and practice. [Doctoral Dissertation]. University of Southampton; 2016. Available from: https://eprints.soton.ac.uk/397584/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698355


University College London (University of London)

19. Edrich, Janet. How policy interpretation influences strategic decision-making in further education colleges in England.

Degree: Thesis (EdD), 2012, University College London (University of London)

 Colleges of further education in England are independent institutions and determine their own mission and strategy. As publically funded bodies affected by government policy, colleges… (more)

Subjects/Keywords: 374

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

APA (6th Edition):

Edrich, J. (2012). How policy interpretation influences strategic decision-making in further education colleges in England. (Doctoral Dissertation). University College London (University of London). Retrieved from http://discovery.ucl.ac.uk/10020683/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572831

Chicago Manual of Style (16th Edition):

Edrich, Janet. “How policy interpretation influences strategic decision-making in further education colleges in England.” 2012. Doctoral Dissertation, University College London (University of London). Accessed August 18, 2019. http://discovery.ucl.ac.uk/10020683/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572831.

MLA Handbook (7th Edition):

Edrich, Janet. “How policy interpretation influences strategic decision-making in further education colleges in England.” 2012. Web. 18 Aug 2019.

Vancouver:

Edrich J. How policy interpretation influences strategic decision-making in further education colleges in England. [Internet] [Doctoral dissertation]. University College London (University of London); 2012. [cited 2019 Aug 18]. Available from: http://discovery.ucl.ac.uk/10020683/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572831.

Council of Science Editors:

Edrich J. How policy interpretation influences strategic decision-making in further education colleges in England. [Doctoral Dissertation]. University College London (University of London); 2012. Available from: http://discovery.ucl.ac.uk/10020683/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572831


University College London (University of London)

20. Dennis, Carol Azumah. Controlling the imagination : how do teachers and managers of adult language literacy and numeracy define achieve and maintain quality?.

Degree: Thesis (EdD), 2009, University College London (University of London)

 Controlling the Imagination is an exploration of the tensions embedded in the notion of quality when it is used in relation to the teaching and… (more)

Subjects/Keywords: 374

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

APA (6th Edition):

Dennis, C. A. (2009). Controlling the imagination : how do teachers and managers of adult language literacy and numeracy define achieve and maintain quality?. (Doctoral Dissertation). University College London (University of London). Retrieved from http://discovery.ucl.ac.uk/10019897/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630810

Chicago Manual of Style (16th Edition):

Dennis, Carol Azumah. “Controlling the imagination : how do teachers and managers of adult language literacy and numeracy define achieve and maintain quality?.” 2009. Doctoral Dissertation, University College London (University of London). Accessed August 18, 2019. http://discovery.ucl.ac.uk/10019897/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630810.

MLA Handbook (7th Edition):

Dennis, Carol Azumah. “Controlling the imagination : how do teachers and managers of adult language literacy and numeracy define achieve and maintain quality?.” 2009. Web. 18 Aug 2019.

Vancouver:

Dennis CA. Controlling the imagination : how do teachers and managers of adult language literacy and numeracy define achieve and maintain quality?. [Internet] [Doctoral dissertation]. University College London (University of London); 2009. [cited 2019 Aug 18]. Available from: http://discovery.ucl.ac.uk/10019897/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630810.

Council of Science Editors:

Dennis CA. Controlling the imagination : how do teachers and managers of adult language literacy and numeracy define achieve and maintain quality?. [Doctoral Dissertation]. University College London (University of London); 2009. Available from: http://discovery.ucl.ac.uk/10019897/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630810


University College London (University of London)

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

Degree: PhD, 2011, University College London (University of London)

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

Subjects/Keywords: 374

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

APA (6th Edition):

Haihuie, S. S. (2011). Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College. (Doctoral Dissertation). University College London (University of London). Retrieved from http://discovery.ucl.ac.uk/10019983/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549548

Chicago Manual of Style (16th Edition):

Haihuie, Samuel Songorohuie. “Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College.” 2011. Doctoral Dissertation, University College London (University of London). Accessed August 18, 2019. http://discovery.ucl.ac.uk/10019983/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549548.

MLA Handbook (7th Edition):

Haihuie, Samuel Songorohuie. “Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College.” 2011. Web. 18 Aug 2019.

Vancouver:

Haihuie SS. Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College. [Internet] [Doctoral dissertation]. University College London (University of London); 2011. [cited 2019 Aug 18]. Available from: http://discovery.ucl.ac.uk/10019983/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549548.

Council of Science Editors:

Haihuie SS. Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College. [Doctoral Dissertation]. University College London (University of London); 2011. Available from: http://discovery.ucl.ac.uk/10019983/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549548


University of Sheffield

22. Bailey, Inez. Irish adult education policy : victim or beneficiary of globalisation? : a critical policy analysis between 1997 and 2007.

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

 This thesis represents a ten year study of an unprecedented and hitherto unexamined period of policy development in adult education in Ireland. Using a detailed… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Bailey, I. (2016). Irish adult education policy : victim or beneficiary of globalisation? : a critical policy analysis between 1997 and 2007. (Doctoral Dissertation). University of Sheffield. Retrieved from http://etheses.whiterose.ac.uk/16787/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707105

Chicago Manual of Style (16th Edition):

Bailey, Inez. “Irish adult education policy : victim or beneficiary of globalisation? : a critical policy analysis between 1997 and 2007.” 2016. Doctoral Dissertation, University of Sheffield. Accessed August 18, 2019. http://etheses.whiterose.ac.uk/16787/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707105.

MLA Handbook (7th Edition):

Bailey, Inez. “Irish adult education policy : victim or beneficiary of globalisation? : a critical policy analysis between 1997 and 2007.” 2016. Web. 18 Aug 2019.

Vancouver:

Bailey I. Irish adult education policy : victim or beneficiary of globalisation? : a critical policy analysis between 1997 and 2007. [Internet] [Doctoral dissertation]. University of Sheffield; 2016. [cited 2019 Aug 18]. Available from: http://etheses.whiterose.ac.uk/16787/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707105.

Council of Science Editors:

Bailey I. Irish adult education policy : victim or beneficiary of globalisation? : a critical policy analysis between 1997 and 2007. [Doctoral Dissertation]. University of Sheffield; 2016. Available from: http://etheses.whiterose.ac.uk/16787/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707105

23. Hopkinson, Viviana. Why do I have to do Key Skills? : accounting for year one engineering college students' perspectives on work and vocalisational education : a case study.

Degree: PhD, 2010, Open University

 As part of the increasing vocationalisation of education, a succession of Governments have identified deficiencies in what are now termed Key Skills to be a… (more)

Subjects/Keywords: 374

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

APA (6th Edition):

Hopkinson, V. (2010). Why do I have to do Key Skills? : accounting for year one engineering college students' perspectives on work and vocalisational education : a case study. (Doctoral Dissertation). Open University. Retrieved from http://oro.open.ac.uk/54657/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530502

Chicago Manual of Style (16th Edition):

Hopkinson, Viviana. “Why do I have to do Key Skills? : accounting for year one engineering college students' perspectives on work and vocalisational education : a case study.” 2010. Doctoral Dissertation, Open University. Accessed August 18, 2019. http://oro.open.ac.uk/54657/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530502.

MLA Handbook (7th Edition):

Hopkinson, Viviana. “Why do I have to do Key Skills? : accounting for year one engineering college students' perspectives on work and vocalisational education : a case study.” 2010. Web. 18 Aug 2019.

Vancouver:

Hopkinson V. Why do I have to do Key Skills? : accounting for year one engineering college students' perspectives on work and vocalisational education : a case study. [Internet] [Doctoral dissertation]. Open University; 2010. [cited 2019 Aug 18]. Available from: http://oro.open.ac.uk/54657/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530502.

Council of Science Editors:

Hopkinson V. Why do I have to do Key Skills? : accounting for year one engineering college students' perspectives on work and vocalisational education : a case study. [Doctoral Dissertation]. Open University; 2010. Available from: http://oro.open.ac.uk/54657/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530502

24. Ker, Glenys R. Degrees by Independent Learning : a case study of practice at Otago Polytechnic, Dunedin, New Zealand.

Degree: Thesis (D.Prof.), 2017, Middlesex University

 This project constitutes a critical enquiry into the Independent Learning Pathway (ILP) approach to acquiring degrees offered by Otago Polytechnic in New Zealand. The ILP… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Ker, G. R. (2017). Degrees by Independent Learning : a case study of practice at Otago Polytechnic, Dunedin, New Zealand. (Doctoral Dissertation). Middlesex University. Retrieved from http://eprints.mdx.ac.uk/22862/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728291

Chicago Manual of Style (16th Edition):

Ker, Glenys R. “Degrees by Independent Learning : a case study of practice at Otago Polytechnic, Dunedin, New Zealand.” 2017. Doctoral Dissertation, Middlesex University. Accessed August 18, 2019. http://eprints.mdx.ac.uk/22862/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728291.

MLA Handbook (7th Edition):

Ker, Glenys R. “Degrees by Independent Learning : a case study of practice at Otago Polytechnic, Dunedin, New Zealand.” 2017. Web. 18 Aug 2019.

Vancouver:

Ker GR. Degrees by Independent Learning : a case study of practice at Otago Polytechnic, Dunedin, New Zealand. [Internet] [Doctoral dissertation]. Middlesex University; 2017. [cited 2019 Aug 18]. Available from: http://eprints.mdx.ac.uk/22862/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728291.

Council of Science Editors:

Ker GR. Degrees by Independent Learning : a case study of practice at Otago Polytechnic, Dunedin, New Zealand. [Doctoral Dissertation]. Middlesex University; 2017. Available from: http://eprints.mdx.ac.uk/22862/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728291

25. Varey, Sandra. Voices in a knowledge conversation : an exploration of two narrative representations of adult literacy learners.

Degree: PhD, 2013, Lancaster University

 As a result of policy changes in adult literacy education in England in recent years, political and public narratives about adult literacy learners have become… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Varey, S. (2013). Voices in a knowledge conversation : an exploration of two narrative representations of adult literacy learners. (Doctoral Dissertation). Lancaster University. Retrieved from https://eprints.lancs.ac.uk/id/eprint/64703/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572347

Chicago Manual of Style (16th Edition):

Varey, Sandra. “Voices in a knowledge conversation : an exploration of two narrative representations of adult literacy learners.” 2013. Doctoral Dissertation, Lancaster University. Accessed August 18, 2019. https://eprints.lancs.ac.uk/id/eprint/64703/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572347.

MLA Handbook (7th Edition):

Varey, Sandra. “Voices in a knowledge conversation : an exploration of two narrative representations of adult literacy learners.” 2013. Web. 18 Aug 2019.

Vancouver:

Varey S. Voices in a knowledge conversation : an exploration of two narrative representations of adult literacy learners. [Internet] [Doctoral dissertation]. Lancaster University; 2013. [cited 2019 Aug 18]. Available from: https://eprints.lancs.ac.uk/id/eprint/64703/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572347.

Council of Science Editors:

Varey S. Voices in a knowledge conversation : an exploration of two narrative representations of adult literacy learners. [Doctoral Dissertation]. Lancaster University; 2013. Available from: https://eprints.lancs.ac.uk/id/eprint/64703/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572347

26. Theriault, Virginie. Literacy mediation and literacy learning in community-based organisations for young people in a situation of precarity in Québec.

Degree: PhD, 2015, Lancaster University

 This thesis investigates the relations between the literacy practices used in two community-based organisations and those of the young people in a situation of precarity… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Theriault, V. (2015). Literacy mediation and literacy learning in community-based organisations for young people in a situation of precarity in Québec. (Doctoral Dissertation). Lancaster University. Retrieved from https://eprints.lancs.ac.uk/id/eprint/76228/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668272

Chicago Manual of Style (16th Edition):

Theriault, Virginie. “Literacy mediation and literacy learning in community-based organisations for young people in a situation of precarity in Québec.” 2015. Doctoral Dissertation, Lancaster University. Accessed August 18, 2019. https://eprints.lancs.ac.uk/id/eprint/76228/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668272.

MLA Handbook (7th Edition):

Theriault, Virginie. “Literacy mediation and literacy learning in community-based organisations for young people in a situation of precarity in Québec.” 2015. Web. 18 Aug 2019.

Vancouver:

Theriault V. Literacy mediation and literacy learning in community-based organisations for young people in a situation of precarity in Québec. [Internet] [Doctoral dissertation]. Lancaster University; 2015. [cited 2019 Aug 18]. Available from: https://eprints.lancs.ac.uk/id/eprint/76228/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668272.

Council of Science Editors:

Theriault V. Literacy mediation and literacy learning in community-based organisations for young people in a situation of precarity in Québec. [Doctoral Dissertation]. Lancaster University; 2015. Available from: https://eprints.lancs.ac.uk/id/eprint/76228/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668272


Durham University

27. Blair, Hugh Bernard. Lifelong learning : rhetoric and meaning.

Degree: PhD, 2000, Durham University

Subjects/Keywords: 374

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APA (6th Edition):

Blair, H. B. (2000). Lifelong learning : rhetoric and meaning. (Doctoral Dissertation). Durham University. Retrieved from http://etheses.dur.ac.uk/1732/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398373

Chicago Manual of Style (16th Edition):

Blair, Hugh Bernard. “Lifelong learning : rhetoric and meaning.” 2000. Doctoral Dissertation, Durham University. Accessed August 18, 2019. http://etheses.dur.ac.uk/1732/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398373.

MLA Handbook (7th Edition):

Blair, Hugh Bernard. “Lifelong learning : rhetoric and meaning.” 2000. Web. 18 Aug 2019.

Vancouver:

Blair HB. Lifelong learning : rhetoric and meaning. [Internet] [Doctoral dissertation]. Durham University; 2000. [cited 2019 Aug 18]. Available from: http://etheses.dur.ac.uk/1732/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398373.

Council of Science Editors:

Blair HB. Lifelong learning : rhetoric and meaning. [Doctoral Dissertation]. Durham University; 2000. Available from: http://etheses.dur.ac.uk/1732/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398373

28. Etienne, Jan. First-generation African Caribbean women pursuing learning in the third age and beyond : an emancipatory role for lifelong learning in community settings?.

Degree: PhD, 2014, Birkbeck (University of London)

 This thesis explores the benefits of lifelong learning and employs narrative inquiry as a key methodological tool to assess the value of learning in later… (more)

Subjects/Keywords: 374

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APA (6th Edition):

Etienne, J. (2014). First-generation African Caribbean women pursuing learning in the third age and beyond : an emancipatory role for lifelong learning in community settings?. (Doctoral Dissertation). Birkbeck (University of London). Retrieved from http://bbktheses.da.ulcc.ac.uk/53/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619307

Chicago Manual of Style (16th Edition):

Etienne, Jan. “First-generation African Caribbean women pursuing learning in the third age and beyond : an emancipatory role for lifelong learning in community settings?.” 2014. Doctoral Dissertation, Birkbeck (University of London). Accessed August 18, 2019. http://bbktheses.da.ulcc.ac.uk/53/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619307.

MLA Handbook (7th Edition):

Etienne, Jan. “First-generation African Caribbean women pursuing learning in the third age and beyond : an emancipatory role for lifelong learning in community settings?.” 2014. Web. 18 Aug 2019.

Vancouver:

Etienne J. First-generation African Caribbean women pursuing learning in the third age and beyond : an emancipatory role for lifelong learning in community settings?. [Internet] [Doctoral dissertation]. Birkbeck (University of London); 2014. [cited 2019 Aug 18]. Available from: http://bbktheses.da.ulcc.ac.uk/53/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619307.

Council of Science Editors:

Etienne J. First-generation African Caribbean women pursuing learning in the third age and beyond : an emancipatory role for lifelong learning in community settings?. [Doctoral Dissertation]. Birkbeck (University of London); 2014. Available from: http://bbktheses.da.ulcc.ac.uk/53/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619307

29. Addey, Camilla. Why do countries join international literacy assessments? : an actor-network theory analysis with case studies from Lao PDR and Mongolia.

Degree: PhD, 2014, University of East Anglia

 International assessments are a growing educational phenomenon around the world, increasingly picking up in lower and middle income countries and entering the space of global… (more)

Subjects/Keywords: 374

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

APA (6th Edition):

Addey, C. (2014). Why do countries join international literacy assessments? : an actor-network theory analysis with case studies from Lao PDR and Mongolia. (Doctoral Dissertation). University of East Anglia. Retrieved from https://ueaeprints.uea.ac.uk/52185/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633806

Chicago Manual of Style (16th Edition):

Addey, Camilla. “Why do countries join international literacy assessments? : an actor-network theory analysis with case studies from Lao PDR and Mongolia.” 2014. Doctoral Dissertation, University of East Anglia. Accessed August 18, 2019. https://ueaeprints.uea.ac.uk/52185/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633806.

MLA Handbook (7th Edition):

Addey, Camilla. “Why do countries join international literacy assessments? : an actor-network theory analysis with case studies from Lao PDR and Mongolia.” 2014. Web. 18 Aug 2019.

Vancouver:

Addey C. Why do countries join international literacy assessments? : an actor-network theory analysis with case studies from Lao PDR and Mongolia. [Internet] [Doctoral dissertation]. University of East Anglia; 2014. [cited 2019 Aug 18]. Available from: https://ueaeprints.uea.ac.uk/52185/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633806.

Council of Science Editors:

Addey C. Why do countries join international literacy assessments? : an actor-network theory analysis with case studies from Lao PDR and Mongolia. [Doctoral Dissertation]. University of East Anglia; 2014. Available from: https://ueaeprints.uea.ac.uk/52185/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633806


University of Leeds

30. Borg, Michaela. Learning to teach : CELTA trainees' beliefs, experiences and reflections.

Degree: PhD, 2002, University of Leeds

 This study investigates the process of learning on a Certificate in English Language Teaching to Adults (CELTA) course. Research on many courses in teacher education… (more)

Subjects/Keywords: 374

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

APA (6th Edition):

Borg, M. (2002). Learning to teach : CELTA trainees' beliefs, experiences and reflections. (Doctoral Dissertation). University of Leeds. Retrieved from http://etheses.whiterose.ac.uk/1009/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519710

Chicago Manual of Style (16th Edition):

Borg, Michaela. “Learning to teach : CELTA trainees' beliefs, experiences and reflections.” 2002. Doctoral Dissertation, University of Leeds. Accessed August 18, 2019. http://etheses.whiterose.ac.uk/1009/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519710.

MLA Handbook (7th Edition):

Borg, Michaela. “Learning to teach : CELTA trainees' beliefs, experiences and reflections.” 2002. Web. 18 Aug 2019.

Vancouver:

Borg M. Learning to teach : CELTA trainees' beliefs, experiences and reflections. [Internet] [Doctoral dissertation]. University of Leeds; 2002. [cited 2019 Aug 18]. Available from: http://etheses.whiterose.ac.uk/1009/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519710.

Council of Science Editors:

Borg M. Learning to teach : CELTA trainees' beliefs, experiences and reflections. [Doctoral Dissertation]. University of Leeds; 2002. Available from: http://etheses.whiterose.ac.uk/1009/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519710

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