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You searched for subject:(Abused children Services for California Riverside County). Showing records 1 – 17 of 17 total matches.

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University of Exeter

1. Penna Bray, Sally. Support for children and young people with behavioural, emotional and social difficulties : the perspectives of children, young people, families and practitioners.

Degree: Thesis (D.Ed.Psy.), 2010, University of Exeter

 This small scale study was informed by Symbolic Interactionism and Interpretivist Analysis and was carried out in a county within the south of England, referred… (more)

Subjects/Keywords: 370.15; children : young people : BESD : behavioural : emotional : social : difficulties : support : inclusion

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APA (6th Edition):

Penna Bray, S. (2010). Support for children and young people with behavioural, emotional and social difficulties : the perspectives of children, young people, families and practitioners. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3155

Chicago Manual of Style (16th Edition):

Penna Bray, Sally. “Support for children and young people with behavioural, emotional and social difficulties : the perspectives of children, young people, families and practitioners.” 2010. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10036/3155.

MLA Handbook (7th Edition):

Penna Bray, Sally. “Support for children and young people with behavioural, emotional and social difficulties : the perspectives of children, young people, families and practitioners.” 2010. Web. 08 Dec 2019.

Vancouver:

Penna Bray S. Support for children and young people with behavioural, emotional and social difficulties : the perspectives of children, young people, families and practitioners. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10036/3155.

Council of Science Editors:

Penna Bray S. Support for children and young people with behavioural, emotional and social difficulties : the perspectives of children, young people, families and practitioners. [Doctoral Dissertation]. University of Exeter; 2010. Available from: http://hdl.handle.net/10036/3155


University of Exeter

2. Coles, Thomas. Why are 'Looked After Children' fixed term excluded from school? : using Interpretive Phenomenological Analysis to understand the process.

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

 Study One: Study one aimed to understand the perceptions and attributions of LAC fixed term excluded (FTE) from school on multiple occasions. This was carried… (more)

Subjects/Keywords: 370.15; Looked After Children; Attachment; exclusions; interpretive phenomonological analysis; attribution theory

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APA (6th Edition):

Coles, T. (2012). Why are 'Looked After Children' fixed term excluded from school? : using Interpretive Phenomenological Analysis to understand the process. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/10731

Chicago Manual of Style (16th Edition):

Coles, Thomas. “Why are 'Looked After Children' fixed term excluded from school? : using Interpretive Phenomenological Analysis to understand the process.” 2012. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10871/10731.

MLA Handbook (7th Edition):

Coles, Thomas. “Why are 'Looked After Children' fixed term excluded from school? : using Interpretive Phenomenological Analysis to understand the process.” 2012. Web. 08 Dec 2019.

Vancouver:

Coles T. Why are 'Looked After Children' fixed term excluded from school? : using Interpretive Phenomenological Analysis to understand the process. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10871/10731.

Council of Science Editors:

Coles T. Why are 'Looked After Children' fixed term excluded from school? : using Interpretive Phenomenological Analysis to understand the process. [Doctoral Dissertation]. University of Exeter; 2012. Available from: http://hdl.handle.net/10871/10731


University of Exeter

3. Wright, Victoria. Childhood acquired brain injury : an exploratory study into the educational experiences of children, their families and the professionals who support them.

Degree: Thesis (D.Ed.Psy.), 2014, University of Exeter

 Acquired Brain Injury (ABI) can result in significant and long lasting additional needs for children, their families and the professionals tasked with supporting them (Middleton,… (more)

Subjects/Keywords: 370.15; Acquired Brain Injury; Teachers; Educational Psychology; Parents; Children

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APA (6th Edition):

Wright, V. (2014). Childhood acquired brain injury : an exploratory study into the educational experiences of children, their families and the professionals who support them. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/15698

Chicago Manual of Style (16th Edition):

Wright, Victoria. “Childhood acquired brain injury : an exploratory study into the educational experiences of children, their families and the professionals who support them.” 2014. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10871/15698.

MLA Handbook (7th Edition):

Wright, Victoria. “Childhood acquired brain injury : an exploratory study into the educational experiences of children, their families and the professionals who support them.” 2014. Web. 08 Dec 2019.

Vancouver:

Wright V. Childhood acquired brain injury : an exploratory study into the educational experiences of children, their families and the professionals who support them. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10871/15698.

Council of Science Editors:

Wright V. Childhood acquired brain injury : an exploratory study into the educational experiences of children, their families and the professionals who support them. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/15698


University of Manchester

4. Oakes, Eileen. What drives us to give of our best? : an appreciative inquiry into how educational psychologists support early years children and their families.

Degree: Thesis (D.Ed.Psy.), 2010, University of Manchester

 The aim of this study was to ensure that the Sefton Educational Psychology and Portage Service (SEPPS) maintained a high quality service to very young… (more)

Subjects/Keywords: 370.15; appreciative inquiry; educational psychologists; early years; children; families; stakeholders

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APA (6th Edition):

Oakes, E. (2010). What drives us to give of our best? : an appreciative inquiry into how educational psychologists support early years children and their families. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/what-drives-us-to-give-of-our-best – an-appreciative-inquiry-into-how-educational-psychologists-support-early-years-children-and-their-families(1f5fe7a3-c521-412e-8763-f2db6693e04b).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523736

Chicago Manual of Style (16th Edition):

Oakes, Eileen. “What drives us to give of our best? : an appreciative inquiry into how educational psychologists support early years children and their families.” 2010. Doctoral Dissertation, University of Manchester. Accessed December 08, 2019. https://www.research.manchester.ac.uk/portal/en/theses/what-drives-us-to-give-of-our-best – an-appreciative-inquiry-into-how-educational-psychologists-support-early-years-children-and-their-families(1f5fe7a3-c521-412e-8763-f2db6693e04b).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523736.

MLA Handbook (7th Edition):

Oakes, Eileen. “What drives us to give of our best? : an appreciative inquiry into how educational psychologists support early years children and their families.” 2010. Web. 08 Dec 2019.

Vancouver:

Oakes E. What drives us to give of our best? : an appreciative inquiry into how educational psychologists support early years children and their families. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Dec 08]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/what-drives-us-to-give-of-our-best – an-appreciative-inquiry-into-how-educational-psychologists-support-early-years-children-and-their-families(1f5fe7a3-c521-412e-8763-f2db6693e04b).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523736.

Council of Science Editors:

Oakes E. What drives us to give of our best? : an appreciative inquiry into how educational psychologists support early years children and their families. [Doctoral Dissertation]. University of Manchester; 2010. Available from: https://www.research.manchester.ac.uk/portal/en/theses/what-drives-us-to-give-of-our-best – an-appreciative-inquiry-into-how-educational-psychologists-support-early-years-children-and-their-families(1f5fe7a3-c521-412e-8763-f2db6693e04b).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523736


University of Exeter

5. De'Cage, Sanchia. Sleep difficulties in primary school-aged children : a role for the educational psychologist.

Degree: Thesis (D.Ed.Psy.), 2018, University of Exeter

 The purpose of this study was to contribute to the paucity of literature present on educational psychology involvement in supporting primary school-aged children’s sleep. The… (more)

Subjects/Keywords: 370; Sleep; Educational Psychology; primary school-aged children; Sleep intervention

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APA (6th Edition):

De'Cage, S. (2018). Sleep difficulties in primary school-aged children : a role for the educational psychologist. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/34233

Chicago Manual of Style (16th Edition):

De'Cage, Sanchia. “Sleep difficulties in primary school-aged children : a role for the educational psychologist.” 2018. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10871/34233.

MLA Handbook (7th Edition):

De'Cage, Sanchia. “Sleep difficulties in primary school-aged children : a role for the educational psychologist.” 2018. Web. 08 Dec 2019.

Vancouver:

De'Cage S. Sleep difficulties in primary school-aged children : a role for the educational psychologist. [Internet] [Doctoral dissertation]. University of Exeter; 2018. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10871/34233.

Council of Science Editors:

De'Cage S. Sleep difficulties in primary school-aged children : a role for the educational psychologist. [Doctoral Dissertation]. University of Exeter; 2018. Available from: http://hdl.handle.net/10871/34233


University of Exeter

6. Redwood, Morwenna. Insider perspectives of education, health and care plans.

Degree: Thesis (D.Ed.Psy.), 2015, University of Exeter

 The introduction of Education, Health and Care (EHC) plans proposed in the Children and Families Act 2014 has aimed to give parents and children who… (more)

Subjects/Keywords: 346.01; Education, Health and Care Plans; EHC; Evaluation; SEND; Special Educational Needs Policy; Insider Perspectives; Statutory Assessment; multi professional working; Children and Families Act; Children and Young People; Person Centred

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APA (6th Edition):

Redwood, M. (2015). Insider perspectives of education, health and care plans. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/18459

Chicago Manual of Style (16th Edition):

Redwood, Morwenna. “Insider perspectives of education, health and care plans.” 2015. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10871/18459.

MLA Handbook (7th Edition):

Redwood, Morwenna. “Insider perspectives of education, health and care plans.” 2015. Web. 08 Dec 2019.

Vancouver:

Redwood M. Insider perspectives of education, health and care plans. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10871/18459.

Council of Science Editors:

Redwood M. Insider perspectives of education, health and care plans. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/18459


University of Exeter

7. Woodland, Maryanne. Inclusive education and integrated working : an exploration of the transition into care for young people in Key Stage 4.

Degree: Thesis (D.Ed.Psy.), 2010, University of Exeter

 Paper 1 - Integrated Working and the Personal Education Plan: An Exploration of the Transition into Care for Young People in Key Stage 4: The… (more)

Subjects/Keywords: 370.15; LAC : Children in care : personal education plan : key stage 4 : multi agency working

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APA (6th Edition):

Woodland, M. (2010). Inclusive education and integrated working : an exploration of the transition into care for young people in Key Stage 4. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3033

Chicago Manual of Style (16th Edition):

Woodland, Maryanne. “Inclusive education and integrated working : an exploration of the transition into care for young people in Key Stage 4.” 2010. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10036/3033.

MLA Handbook (7th Edition):

Woodland, Maryanne. “Inclusive education and integrated working : an exploration of the transition into care for young people in Key Stage 4.” 2010. Web. 08 Dec 2019.

Vancouver:

Woodland M. Inclusive education and integrated working : an exploration of the transition into care for young people in Key Stage 4. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10036/3033.

Council of Science Editors:

Woodland M. Inclusive education and integrated working : an exploration of the transition into care for young people in Key Stage 4. [Doctoral Dissertation]. University of Exeter; 2010. Available from: http://hdl.handle.net/10036/3033


University of Exeter

8. Thomas, Wendy Anne. Addressing the need for school based support for bereavement and loss : perceptions, experiences and intervention.

Degree: Thesis (D.Ed.Psy.), 2010, University of Exeter

 Phase One: Effects of loss on the emotional health and well-being of children are wide-ranging and increase the risk of longer term impact on educational… (more)

Subjects/Keywords: 370.15; Children : Schools : Bereavement : Loss : Group : Intervention : Psychology : Therapuetic : Change : perceptions : Attitudes : Experiences

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APA (6th Edition):

Thomas, W. A. (2010). Addressing the need for school based support for bereavement and loss : perceptions, experiences and intervention. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/117541

Chicago Manual of Style (16th Edition):

Thomas, Wendy Anne. “Addressing the need for school based support for bereavement and loss : perceptions, experiences and intervention.” 2010. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10036/117541.

MLA Handbook (7th Edition):

Thomas, Wendy Anne. “Addressing the need for school based support for bereavement and loss : perceptions, experiences and intervention.” 2010. Web. 08 Dec 2019.

Vancouver:

Thomas WA. Addressing the need for school based support for bereavement and loss : perceptions, experiences and intervention. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10036/117541.

Council of Science Editors:

Thomas WA. Addressing the need for school based support for bereavement and loss : perceptions, experiences and intervention. [Doctoral Dissertation]. University of Exeter; 2010. Available from: http://hdl.handle.net/10036/117541


University of Manchester

9. Powell, Martin. The use of an adapted version of the Dependency Grid to investigate social support for young people in care.

Degree: Thesis (D.Ed.Psy.), 2013, University of Manchester

 Social support is strongly associated with resilience and positive outcomes in children who have experienced risk and adversity, including children and young people in care.… (more)

Subjects/Keywords: 362.7; social support, personal construct theory, dependency grid,; George Kelly, looked after children

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APA (6th Edition):

Powell, M. (2013). The use of an adapted version of the Dependency Grid to investigate social support for young people in care. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/the-use-of-an-adapted-version-of-the-dependency-grid-to-investigate-social-support-for-young-people-in-care(cc544ce1-3f0a-45d5-b040-64479fd372dd).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588155

Chicago Manual of Style (16th Edition):

Powell, Martin. “The use of an adapted version of the Dependency Grid to investigate social support for young people in care.” 2013. Doctoral Dissertation, University of Manchester. Accessed December 08, 2019. https://www.research.manchester.ac.uk/portal/en/theses/the-use-of-an-adapted-version-of-the-dependency-grid-to-investigate-social-support-for-young-people-in-care(cc544ce1-3f0a-45d5-b040-64479fd372dd).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588155.

MLA Handbook (7th Edition):

Powell, Martin. “The use of an adapted version of the Dependency Grid to investigate social support for young people in care.” 2013. Web. 08 Dec 2019.

Vancouver:

Powell M. The use of an adapted version of the Dependency Grid to investigate social support for young people in care. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Dec 08]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-use-of-an-adapted-version-of-the-dependency-grid-to-investigate-social-support-for-young-people-in-care(cc544ce1-3f0a-45d5-b040-64479fd372dd).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588155.

Council of Science Editors:

Powell M. The use of an adapted version of the Dependency Grid to investigate social support for young people in care. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-use-of-an-adapted-version-of-the-dependency-grid-to-investigate-social-support-for-young-people-in-care(cc544ce1-3f0a-45d5-b040-64479fd372dd).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588155


University of Exeter

10. Mattinhouse, Sadie. Exploring the social support of children in key stage two : the development of a new tool (SOPSS) to elicit children's perceptions of their social support.

Degree: Thesis (D.Ed.Psy.), 2016, University of Exeter

 Social support, and in particular perceived social support, has been established in past research to be related to many areas of functioning. Positive perceptions of… (more)

Subjects/Keywords: 362.7; social support; scale development; perceived social support; perceptions of support; children

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APA (6th Edition):

Mattinhouse, S. (2016). Exploring the social support of children in key stage two : the development of a new tool (SOPSS) to elicit children's perceptions of their social support. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/27983

Chicago Manual of Style (16th Edition):

Mattinhouse, Sadie. “Exploring the social support of children in key stage two : the development of a new tool (SOPSS) to elicit children's perceptions of their social support.” 2016. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10871/27983.

MLA Handbook (7th Edition):

Mattinhouse, Sadie. “Exploring the social support of children in key stage two : the development of a new tool (SOPSS) to elicit children's perceptions of their social support.” 2016. Web. 08 Dec 2019.

Vancouver:

Mattinhouse S. Exploring the social support of children in key stage two : the development of a new tool (SOPSS) to elicit children's perceptions of their social support. [Internet] [Doctoral dissertation]. University of Exeter; 2016. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10871/27983.

Council of Science Editors:

Mattinhouse S. Exploring the social support of children in key stage two : the development of a new tool (SOPSS) to elicit children's perceptions of their social support. [Doctoral Dissertation]. University of Exeter; 2016. Available from: http://hdl.handle.net/10871/27983


University of Exeter

11. Morgan, Aimee Louise. The educational needs of unaccompanied asylum-seeking children in UK in one local authority in England : professional and child perspectives.

Degree: Thesis (D.Ed.Psy.), 2018, University of Exeter

 This two-part small-scale research is positioned within a social constructionist interpretive epistemology. Both parts of the research used qualitative methods. Part One explores the perspectives… (more)

Subjects/Keywords: unaccompanied asylum seeking children; UASC; refugees; social and emotional needs; asylum status; education

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APA (6th Edition):

Morgan, A. L. (2018). The educational needs of unaccompanied asylum-seeking children in UK in one local authority in England : professional and child perspectives. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/34337

Chicago Manual of Style (16th Edition):

Morgan, Aimee Louise. “The educational needs of unaccompanied asylum-seeking children in UK in one local authority in England : professional and child perspectives.” 2018. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10871/34337.

MLA Handbook (7th Edition):

Morgan, Aimee Louise. “The educational needs of unaccompanied asylum-seeking children in UK in one local authority in England : professional and child perspectives.” 2018. Web. 08 Dec 2019.

Vancouver:

Morgan AL. The educational needs of unaccompanied asylum-seeking children in UK in one local authority in England : professional and child perspectives. [Internet] [Doctoral dissertation]. University of Exeter; 2018. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10871/34337.

Council of Science Editors:

Morgan AL. The educational needs of unaccompanied asylum-seeking children in UK in one local authority in England : professional and child perspectives. [Doctoral Dissertation]. University of Exeter; 2018. Available from: http://hdl.handle.net/10871/34337


University of Exeter

12. Russell, Elizabeth Anna. Home tutoring for children in care : student, tutor and carers' perspectives.

Degree: Thesis (D.Ed.Psy.), 2011, University of Exeter

Subjects/Keywords: Children in care; Foster care; Home tutors

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APA (6th Edition):

Russell, E. A. (2011). Home tutoring for children in care : student, tutor and carers' perspectives. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3352

Chicago Manual of Style (16th Edition):

Russell, Elizabeth Anna. “Home tutoring for children in care : student, tutor and carers' perspectives.” 2011. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10036/3352.

MLA Handbook (7th Edition):

Russell, Elizabeth Anna. “Home tutoring for children in care : student, tutor and carers' perspectives.” 2011. Web. 08 Dec 2019.

Vancouver:

Russell EA. Home tutoring for children in care : student, tutor and carers' perspectives. [Internet] [Doctoral dissertation]. University of Exeter; 2011. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10036/3352.

Council of Science Editors:

Russell EA. Home tutoring for children in care : student, tutor and carers' perspectives. [Doctoral Dissertation]. University of Exeter; 2011. Available from: http://hdl.handle.net/10036/3352


University of Exeter

13. Mann, Fiona Jane. Investigating the distinct contribution of educational psychology to provide children in care with an enhanced education.

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

 Paper 1: This study focused on personal education plans for children in care and the related research around individual education plans. Children in care have… (more)

Subjects/Keywords: 371.826945; The Personal Education Plans of Children in Care and the role of the Educational Psychologist : Collaborative Consultation

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APA (6th Edition):

Mann, F. J. (2012). Investigating the distinct contribution of educational psychology to provide children in care with an enhanced education. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/4029

Chicago Manual of Style (16th Edition):

Mann, Fiona Jane. “Investigating the distinct contribution of educational psychology to provide children in care with an enhanced education.” 2012. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10036/4029.

MLA Handbook (7th Edition):

Mann, Fiona Jane. “Investigating the distinct contribution of educational psychology to provide children in care with an enhanced education.” 2012. Web. 08 Dec 2019.

Vancouver:

Mann FJ. Investigating the distinct contribution of educational psychology to provide children in care with an enhanced education. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10036/4029.

Council of Science Editors:

Mann FJ. Investigating the distinct contribution of educational psychology to provide children in care with an enhanced education. [Doctoral Dissertation]. University of Exeter; 2012. Available from: http://hdl.handle.net/10036/4029


University of Exeter

14. Haji Ismail, Nor Irlenwati Binti. The development of Phonological Assessment Battery (PhAB) in Malay : validity, reliability and standardisation.

Degree: Thesis (D.Ed.Psy.), 2011, University of Exeter

 Many studies in the literature have shown the importance of phonological skills in the development of literacy, particularly in reading. The literacy difficulties evident in… (more)

Subjects/Keywords: 300; Assessment; Malay; Bahasa Melayu; Phonology; Phonological Assessment Battery; PhAB; modified; Validity; Reliability; Standardisation; Brunei; Children

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APA (6th Edition):

Haji Ismail, N. I. B. (2011). The development of Phonological Assessment Battery (PhAB) in Malay : validity, reliability and standardisation. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/9247

Chicago Manual of Style (16th Edition):

Haji Ismail, Nor Irlenwati Binti. “The development of Phonological Assessment Battery (PhAB) in Malay : validity, reliability and standardisation.” 2011. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10871/9247.

MLA Handbook (7th Edition):

Haji Ismail, Nor Irlenwati Binti. “The development of Phonological Assessment Battery (PhAB) in Malay : validity, reliability and standardisation.” 2011. Web. 08 Dec 2019.

Vancouver:

Haji Ismail NIB. The development of Phonological Assessment Battery (PhAB) in Malay : validity, reliability and standardisation. [Internet] [Doctoral dissertation]. University of Exeter; 2011. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10871/9247.

Council of Science Editors:

Haji Ismail NIB. The development of Phonological Assessment Battery (PhAB) in Malay : validity, reliability and standardisation. [Doctoral Dissertation]. University of Exeter; 2011. Available from: http://hdl.handle.net/10871/9247


University of Exeter

15. Bishop, Elizabeth May. Using a cross-cultural conception of play to explore the play perspectives of children and parents of Somali heritage and primary school practitioners.

Degree: Thesis (D.Ed.Psy.), 2017, University of Exeter

 This two phase study explored perspectives of play according to children and parents of Somali heritage and primary school practitioners, in a city in South… (more)

Subjects/Keywords: Education; Psychology; Play; Somalia; Early Years; Culture; Cross-cultural; Cultural Historical Activity Theory; Primary education; Teacher perspectives; Children's perspectives; Thematic Analysis; Photograph Sorting Activity; Definitions of play; Second generation migrants; Parent-school relationships; Children and technology; Children in the community; Educational Psychology

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

APA (6th Edition):

Bishop, E. M. (2017). Using a cross-cultural conception of play to explore the play perspectives of children and parents of Somali heritage and primary school practitioners. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/32100

Chicago Manual of Style (16th Edition):

Bishop, Elizabeth May. “Using a cross-cultural conception of play to explore the play perspectives of children and parents of Somali heritage and primary school practitioners.” 2017. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10871/32100.

MLA Handbook (7th Edition):

Bishop, Elizabeth May. “Using a cross-cultural conception of play to explore the play perspectives of children and parents of Somali heritage and primary school practitioners.” 2017. Web. 08 Dec 2019.

Vancouver:

Bishop EM. Using a cross-cultural conception of play to explore the play perspectives of children and parents of Somali heritage and primary school practitioners. [Internet] [Doctoral dissertation]. University of Exeter; 2017. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10871/32100.

Council of Science Editors:

Bishop EM. Using a cross-cultural conception of play to explore the play perspectives of children and parents of Somali heritage and primary school practitioners. [Doctoral Dissertation]. University of Exeter; 2017. Available from: http://hdl.handle.net/10871/32100

16. Sheehan, Daniel. Can secondary school architecture build community, encourage working successfully and enhance well-being? : student and staff evaluations.

Degree: Thesis (D.Ed.Psy.), 2015, University of Exeter

 In Britain, the ‘Building Schools for the Future’ (BSF) programme numbered among its aims: ‘the building of sustainable communities in which students and teachers alike… (more)

Subjects/Keywords: 300; Educational Psychology; Secondary School Architecture; Building Schools for the Future (BSF); Community; Working Successfully and Well-Being; Computer-Aided Design (CAD)

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

APA (6th Edition):

Sheehan, D. (2015). Can secondary school architecture build community, encourage working successfully and enhance well-being? : student and staff evaluations. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/17941

Chicago Manual of Style (16th Edition):

Sheehan, Daniel. “Can secondary school architecture build community, encourage working successfully and enhance well-being? : student and staff evaluations.” 2015. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10871/17941.

MLA Handbook (7th Edition):

Sheehan, Daniel. “Can secondary school architecture build community, encourage working successfully and enhance well-being? : student and staff evaluations.” 2015. Web. 08 Dec 2019.

Vancouver:

Sheehan D. Can secondary school architecture build community, encourage working successfully and enhance well-being? : student and staff evaluations. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10871/17941.

Council of Science Editors:

Sheehan D. Can secondary school architecture build community, encourage working successfully and enhance well-being? : student and staff evaluations. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/17941


University of Exeter

17. Gromski, Danya. Taking a closer look : exploring processes and evaluating outcomes of a video intervention : video interaction guidance (VIG).

Degree: Thesis (D.Ed.Psy.), 2011, University of Exeter

 Evidence suggests that Video Interaction Guidance (VIG) is an effective intervention leading to positive behaviour change when used with parents and their children. The aim… (more)

Subjects/Keywords: 370.15; Video Interaction Guidance (VIG) Educational Psychology Processes Outcomes Parents Children Families Therapeutic Alliance Client Factors Theory of Change : barriers and enablers to successful outcomes relationships mediated learning

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

APA (6th Edition):

Gromski, D. (2011). Taking a closer look : exploring processes and evaluating outcomes of a video intervention : video interaction guidance (VIG). (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3400

Chicago Manual of Style (16th Edition):

Gromski, Danya. “Taking a closer look : exploring processes and evaluating outcomes of a video intervention : video interaction guidance (VIG).” 2011. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10036/3400.

MLA Handbook (7th Edition):

Gromski, Danya. “Taking a closer look : exploring processes and evaluating outcomes of a video intervention : video interaction guidance (VIG).” 2011. Web. 08 Dec 2019.

Vancouver:

Gromski D. Taking a closer look : exploring processes and evaluating outcomes of a video intervention : video interaction guidance (VIG). [Internet] [Doctoral dissertation]. University of Exeter; 2011. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10036/3400.

Council of Science Editors:

Gromski D. Taking a closer look : exploring processes and evaluating outcomes of a video intervention : video interaction guidance (VIG). [Doctoral Dissertation]. University of Exeter; 2011. Available from: http://hdl.handle.net/10036/3400

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