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You searched for subject:(Inclusive education). Showing records 1 – 30 of 46 total matches.

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University of Manchester

1. Makoelle, Tsediso Michael. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.

Degree: PhD, 2013, University of Manchester

 Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion… (more)

Subjects/Keywords: 373.68; •inclusion, inclusive pedagogy, inclusive teaching, inclusive education, inclusive classroom

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APA (6th Edition):

Makoelle, T. M. (2013). Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864

Chicago Manual of Style (16th Edition):

Makoelle, Tsediso Michael. “Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.” 2013. Doctoral Dissertation, University of Manchester. Accessed June 17, 2019. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864.

MLA Handbook (7th Edition):

Makoelle, Tsediso Michael. “Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.” 2013. Web. 17 Jun 2019.

Vancouver:

Makoelle TM. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Jun 17]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864.

Council of Science Editors:

Makoelle TM. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864

2. Plate, Elisabeth. Staff support for inclusion : an international study.

Degree: PhD, 2012, Canterbury Christ Church University

 The idea for this research emerged following previous experiences in schools in Germany and England, noting their differences and similarities, and their equally persistent problems… (more)

Subjects/Keywords: 371.9046; LC1200 Inclusive education

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APA (6th Edition):

Plate, E. (2012). Staff support for inclusion : an international study. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from http://create.canterbury.ac.uk/12105/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575690

Chicago Manual of Style (16th Edition):

Plate, Elisabeth. “Staff support for inclusion : an international study.” 2012. Doctoral Dissertation, Canterbury Christ Church University. Accessed June 17, 2019. http://create.canterbury.ac.uk/12105/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575690.

MLA Handbook (7th Edition):

Plate, Elisabeth. “Staff support for inclusion : an international study.” 2012. Web. 17 Jun 2019.

Vancouver:

Plate E. Staff support for inclusion : an international study. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2012. [cited 2019 Jun 17]. Available from: http://create.canterbury.ac.uk/12105/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575690.

Council of Science Editors:

Plate E. Staff support for inclusion : an international study. [Doctoral Dissertation]. Canterbury Christ Church University; 2012. Available from: http://create.canterbury.ac.uk/12105/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575690

3. Ekins, Alison. An exploration of inclusive practices in schools : case studies of two primary schools.

Degree: Thesis (EdD), 2010, Canterbury Christ Church University

 This thesis uses the accounts of teachers and senior leaders from two case study schools to explore issues impacting upon the development of inclusive practices… (more)

Subjects/Keywords: 371.2; LC1200 Inclusive education

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APA (6th Edition):

Ekins, A. (2010). An exploration of inclusive practices in schools : case studies of two primary schools. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from http://create.canterbury.ac.uk/12115/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527578

Chicago Manual of Style (16th Edition):

Ekins, Alison. “An exploration of inclusive practices in schools : case studies of two primary schools.” 2010. Doctoral Dissertation, Canterbury Christ Church University. Accessed June 17, 2019. http://create.canterbury.ac.uk/12115/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527578.

MLA Handbook (7th Edition):

Ekins, Alison. “An exploration of inclusive practices in schools : case studies of two primary schools.” 2010. Web. 17 Jun 2019.

Vancouver:

Ekins A. An exploration of inclusive practices in schools : case studies of two primary schools. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2010. [cited 2019 Jun 17]. Available from: http://create.canterbury.ac.uk/12115/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527578.

Council of Science Editors:

Ekins A. An exploration of inclusive practices in schools : case studies of two primary schools. [Doctoral Dissertation]. Canterbury Christ Church University; 2010. Available from: http://create.canterbury.ac.uk/12115/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527578


University of Edinburgh

4. Taiwo, Mary Moyosore. Teachers' negotiations of inclusive practice in Nigerian classrooms.

Degree: PhD, 2015, University of Edinburgh

 This research investigates the practices of teachers in Nigerian classrooms where children with disabilities are being educated alongside their peers. The research objective was to… (more)

Subjects/Keywords: 371.9; inclusive education; inclusive practice; disability; framework for participation

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APA (6th Edition):

Taiwo, M. M. (2015). Teachers' negotiations of inclusive practice in Nigerian classrooms. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/21055

Chicago Manual of Style (16th Edition):

Taiwo, Mary Moyosore. “Teachers' negotiations of inclusive practice in Nigerian classrooms.” 2015. Doctoral Dissertation, University of Edinburgh. Accessed June 17, 2019. http://hdl.handle.net/1842/21055.

MLA Handbook (7th Edition):

Taiwo, Mary Moyosore. “Teachers' negotiations of inclusive practice in Nigerian classrooms.” 2015. Web. 17 Jun 2019.

Vancouver:

Taiwo MM. Teachers' negotiations of inclusive practice in Nigerian classrooms. [Internet] [Doctoral dissertation]. University of Edinburgh; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1842/21055.

Council of Science Editors:

Taiwo MM. Teachers' negotiations of inclusive practice in Nigerian classrooms. [Doctoral Dissertation]. University of Edinburgh; 2015. Available from: http://hdl.handle.net/1842/21055


University of Stirling

5. Alenezi, Nouf. Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait.

Degree: PhD, 2016, University of Stirling

 This qualitative research inquiry explores the perspectives of a diverse range of participants, namely head teachers, teachers and mothers, towards inclusion of "slow learners" in… (more)

Subjects/Keywords: inclusive education; slow learners; Education Kuwait; Inclusive education Kuwait; Slow learning children; Parent-teacher relationships

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APA (6th Edition):

Alenezi, N. (2016). Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/24053

Chicago Manual of Style (16th Edition):

Alenezi, Nouf. “Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait.” 2016. Doctoral Dissertation, University of Stirling. Accessed June 17, 2019. http://hdl.handle.net/1893/24053.

MLA Handbook (7th Edition):

Alenezi, Nouf. “Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait.” 2016. Web. 17 Jun 2019.

Vancouver:

Alenezi N. Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait. [Internet] [Doctoral dissertation]. University of Stirling; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1893/24053.

Council of Science Editors:

Alenezi N. Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait. [Doctoral Dissertation]. University of Stirling; 2016. Available from: http://hdl.handle.net/1893/24053


University of Edinburgh

6. Wang, Yuchen. Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai.

Degree: PhD, 2016, University of Edinburgh

 In Mainland China, a national education policy called ‘Learning in Regular Classrooms’ (LRC) has been implemented for over 25 years to support the inclusion of… (more)

Subjects/Keywords: 371.9; inclusive education; pupil voice; disability; China

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APA (6th Edition):

Wang, Y. (2016). Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/22829

Chicago Manual of Style (16th Edition):

Wang, Yuchen. “Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed June 17, 2019. http://hdl.handle.net/1842/22829.

MLA Handbook (7th Edition):

Wang, Yuchen. “Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai.” 2016. Web. 17 Jun 2019.

Vancouver:

Wang Y. Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1842/22829.

Council of Science Editors:

Wang Y. Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/22829


University of Aberdeen

7. Moriah, Mishel Patrina. School leadership and inclusive education practices in Caribbean secondary schools.

Degree: PhD, 2017, University of Aberdeen

 Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al.,… (more)

Subjects/Keywords: 371.2; Educational leadership; Inclusive education; Caribbean Area

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APA (6th Edition):

Moriah, M. P. (2017). School leadership and inclusive education practices in Caribbean secondary schools. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592

Chicago Manual of Style (16th Edition):

Moriah, Mishel Patrina. “School leadership and inclusive education practices in Caribbean secondary schools.” 2017. Doctoral Dissertation, University of Aberdeen. Accessed June 17, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592.

MLA Handbook (7th Edition):

Moriah, Mishel Patrina. “School leadership and inclusive education practices in Caribbean secondary schools.” 2017. Web. 17 Jun 2019.

Vancouver:

Moriah MP. School leadership and inclusive education practices in Caribbean secondary schools. [Internet] [Doctoral dissertation]. University of Aberdeen; 2017. [cited 2019 Jun 17]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592.

Council of Science Editors:

Moriah MP. School leadership and inclusive education practices in Caribbean secondary schools. [Doctoral Dissertation]. University of Aberdeen; 2017. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592


University of Oxford

8. Hurairah, Huraini. Inclusive education and educational diversity : a study of Brunei Government schools.

Degree: PhD, 2009, University of Oxford

Inclusive education is increasingly being accepted worldwide as the most appropriate means for the education of all children, including those with disabilities. The principle of… (more)

Subjects/Keywords: 370.9; Education; inclusive education; Brunei; Language & Terminology; special education

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APA (6th Edition):

Hurairah, H. (2009). Inclusive education and educational diversity : a study of Brunei Government schools. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519779

Chicago Manual of Style (16th Edition):

Hurairah, Huraini. “Inclusive education and educational diversity : a study of Brunei Government schools.” 2009. Doctoral Dissertation, University of Oxford. Accessed June 17, 2019. http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519779.

MLA Handbook (7th Edition):

Hurairah, Huraini. “Inclusive education and educational diversity : a study of Brunei Government schools.” 2009. Web. 17 Jun 2019.

Vancouver:

Hurairah H. Inclusive education and educational diversity : a study of Brunei Government schools. [Internet] [Doctoral dissertation]. University of Oxford; 2009. [cited 2019 Jun 17]. Available from: http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519779.

Council of Science Editors:

Hurairah H. Inclusive education and educational diversity : a study of Brunei Government schools. [Doctoral Dissertation]. University of Oxford; 2009. Available from: http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519779

9. Makoelle, Tsediso Michael. EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.

Degree: 2013, University of Manchester

 Prior to the advent of the new democratic political dispensation in 1994, South Africaneducation had laboured under racially motivated discriminatory practices of active exclusion ofthe… (more)

Subjects/Keywords: •inclusion; inclusive pedagogy; inclusive teaching; inclusive education; inclusive classroom

…background to the history of the current South African inclusive education system, followed by a… …the year in which the Department of Education introduced inclusive education as part of the… …Suttner and Cronin 1986). The central idea of inclusive education emanates from the… …THE SOUTH AFRICAN INCLUSIVE EDUCATION SYSTEM South African society has undergone… …introduce inclusive education. Based on recommendations in the joint report (DoE 1997)… 

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APA (6th Edition):

Makoelle, T. M. (2013). EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332

Chicago Manual of Style (16th Edition):

Makoelle, Tsediso Michael. “EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.” 2013. Doctoral Dissertation, University of Manchester. Accessed June 17, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332.

MLA Handbook (7th Edition):

Makoelle, Tsediso Michael. “EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.” 2013. Web. 17 Jun 2019.

Vancouver:

Makoelle TM. EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Jun 17]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332.

Council of Science Editors:

Makoelle TM. EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS. [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332


University of Manchester

10. Figueiredo Alves, Ines. Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal.

Degree: PhD, 2015, University of Manchester

 This thesis is a comparative case-study of how teachers in England and Portugal conceptualise and respond to pupil diversity in the context of individual planning.… (more)

Subjects/Keywords: 371.9; Inclusive Education and Special Educational Needs; Individual Planning; Comparative Education

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APA (6th Edition):

Figueiredo Alves, I. (2015). Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/responding-to-diversity-constructing-difference-a-comparative-casestudy-of-individual-planning-in-schools-in-england-and-portugal(1a7dac0c-174d-4fbb-a304-24f5627895b9).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677743

Chicago Manual of Style (16th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal.” 2015. Doctoral Dissertation, University of Manchester. Accessed June 17, 2019. https://www.research.manchester.ac.uk/portal/en/theses/responding-to-diversity-constructing-difference-a-comparative-casestudy-of-individual-planning-in-schools-in-england-and-portugal(1a7dac0c-174d-4fbb-a304-24f5627895b9).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677743.

MLA Handbook (7th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal.” 2015. Web. 17 Jun 2019.

Vancouver:

Figueiredo Alves I. Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Jun 17]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/responding-to-diversity-constructing-difference-a-comparative-casestudy-of-individual-planning-in-schools-in-england-and-portugal(1a7dac0c-174d-4fbb-a304-24f5627895b9).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677743.

Council of Science Editors:

Figueiredo Alves I. Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal. [Doctoral Dissertation]. University of Manchester; 2015. Available from: https://www.research.manchester.ac.uk/portal/en/theses/responding-to-diversity-constructing-difference-a-comparative-casestudy-of-individual-planning-in-schools-in-england-and-portugal(1a7dac0c-174d-4fbb-a304-24f5627895b9).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677743


University of Manchester

11. Figueiredo Alves, Ines. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.

Degree: 2015, University of Manchester

 This thesis is a comparative case-study of how teachers in England and Portugal conceptualise and respond to pupil diversity in the context of individual planning.… (more)

Subjects/Keywords: Inclusive Education and Special Educational Needs; Individual Planning; Comparative Education

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

APA (6th Edition):

Figueiredo Alves, I. (2015). Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059

Chicago Manual of Style (16th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.” 2015. Doctoral Dissertation, University of Manchester. Accessed June 17, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059.

MLA Handbook (7th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.” 2015. Web. 17 Jun 2019.

Vancouver:

Figueiredo Alves I. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Jun 17]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059.

Council of Science Editors:

Figueiredo Alves I. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059

12. Solomon, Lucy. How do age and gender affect university students’ experience and outcomes?.

Degree: PhD, 2012, University of Sussex

 Increasing access to higher education has led to a diversified student body, suggesting that conceptualising the ‘student experience' as homogeneous is no longer viable. Previous… (more)

Subjects/Keywords: 301; LB2300 Higher education; LC0189 Educational sociology; LC1200 Inclusive education

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APA (6th Edition):

Solomon, L. (2012). How do age and gender affect university students’ experience and outcomes?. (Doctoral Dissertation). University of Sussex. Retrieved from http://sro.sussex.ac.uk/id/eprint/39431/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554615

Chicago Manual of Style (16th Edition):

Solomon, Lucy. “How do age and gender affect university students’ experience and outcomes?.” 2012. Doctoral Dissertation, University of Sussex. Accessed June 17, 2019. http://sro.sussex.ac.uk/id/eprint/39431/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554615.

MLA Handbook (7th Edition):

Solomon, Lucy. “How do age and gender affect university students’ experience and outcomes?.” 2012. Web. 17 Jun 2019.

Vancouver:

Solomon L. How do age and gender affect university students’ experience and outcomes?. [Internet] [Doctoral dissertation]. University of Sussex; 2012. [cited 2019 Jun 17]. Available from: http://sro.sussex.ac.uk/id/eprint/39431/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554615.

Council of Science Editors:

Solomon L. How do age and gender affect university students’ experience and outcomes?. [Doctoral Dissertation]. University of Sussex; 2012. Available from: http://sro.sussex.ac.uk/id/eprint/39431/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554615


University of Edinburgh

13. Wanjiru, Jenestar. Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices.

Degree: PhD, 2016, University of Edinburgh

 Violent conflicts related to tribal-political differences have characterised the Kenyan society since the declaration of multi-party democracy in 1991. The 2007/8 post-election violence (PEV) in… (more)

Subjects/Keywords: 371.9; Kenya; post-conflict education; inclusive education; leadership

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APA (6th Edition):

Wanjiru, J. (2016). Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/22804

Chicago Manual of Style (16th Edition):

Wanjiru, Jenestar. “Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed June 17, 2019. http://hdl.handle.net/1842/22804.

MLA Handbook (7th Edition):

Wanjiru, Jenestar. “Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices.” 2016. Web. 17 Jun 2019.

Vancouver:

Wanjiru J. Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1842/22804.

Council of Science Editors:

Wanjiru J. Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/22804

14. Qureshi, Saneeya. An investigation into the evolving professional identities of Special Educational Needs Coordinators (SENCOs) in relation to their impact on teachers' skills.

Degree: PhD, 2015, University of Northampton

 The research reported in this thesis examines the impact that Special Educational Needs Coordinators (SENCOs) have on the practices of their teacher colleagues. Since SENCOs… (more)

Subjects/Keywords: 370; LB1501 Primary Education; LC1200 Inclusive education; LC3950 Exceptional children and youth. Special education

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

APA (6th Edition):

Qureshi, S. (2015). An investigation into the evolving professional identities of Special Educational Needs Coordinators (SENCOs) in relation to their impact on teachers' skills. (Doctoral Dissertation). University of Northampton. Retrieved from http://nectar.northampton.ac.uk/7619/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658369

Chicago Manual of Style (16th Edition):

Qureshi, Saneeya. “An investigation into the evolving professional identities of Special Educational Needs Coordinators (SENCOs) in relation to their impact on teachers' skills.” 2015. Doctoral Dissertation, University of Northampton. Accessed June 17, 2019. http://nectar.northampton.ac.uk/7619/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658369.

MLA Handbook (7th Edition):

Qureshi, Saneeya. “An investigation into the evolving professional identities of Special Educational Needs Coordinators (SENCOs) in relation to their impact on teachers' skills.” 2015. Web. 17 Jun 2019.

Vancouver:

Qureshi S. An investigation into the evolving professional identities of Special Educational Needs Coordinators (SENCOs) in relation to their impact on teachers' skills. [Internet] [Doctoral dissertation]. University of Northampton; 2015. [cited 2019 Jun 17]. Available from: http://nectar.northampton.ac.uk/7619/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658369.

Council of Science Editors:

Qureshi S. An investigation into the evolving professional identities of Special Educational Needs Coordinators (SENCOs) in relation to their impact on teachers' skills. [Doctoral Dissertation]. University of Northampton; 2015. Available from: http://nectar.northampton.ac.uk/7619/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658369


University of Leicester

15. Cheng, Yuk Kwan Clare. Pre-adolescent children and their friendship intentions towards peers with physical impairment.

Degree: 2009, University of Leicester

 Social inclusion of children with disabilities is considered to be an important aspect of inclusive education. Previous research mostly approached this issue by either examining… (more)

Subjects/Keywords: 370.15; inclusive education disabilities friendship intentions pre-adolescence

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APA (6th Edition):

Cheng, Y. K. C. (2009). Pre-adolescent children and their friendship intentions towards peers with physical impairment. (Doctoral Dissertation). University of Leicester. Retrieved from http://hdl.handle.net/2381/7534

Chicago Manual of Style (16th Edition):

Cheng, Yuk Kwan Clare. “Pre-adolescent children and their friendship intentions towards peers with physical impairment.” 2009. Doctoral Dissertation, University of Leicester. Accessed June 17, 2019. http://hdl.handle.net/2381/7534.

MLA Handbook (7th Edition):

Cheng, Yuk Kwan Clare. “Pre-adolescent children and their friendship intentions towards peers with physical impairment.” 2009. Web. 17 Jun 2019.

Vancouver:

Cheng YKC. Pre-adolescent children and their friendship intentions towards peers with physical impairment. [Internet] [Doctoral dissertation]. University of Leicester; 2009. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2381/7534.

Council of Science Editors:

Cheng YKC. Pre-adolescent children and their friendship intentions towards peers with physical impairment. [Doctoral Dissertation]. University of Leicester; 2009. Available from: http://hdl.handle.net/2381/7534


University of Exeter

16. Otukile-Mongwaketse, Mpho Esther. Implementing inclusive education in Botswana primary school settings : an exploration of teachers' understandings of curriculum, curriculum adaptations and learners who have learning difficulties.

Degree: 2011, University of Exeter

 Mainstream education was declared by the government of Botswana as a priority for educating learners with special educational needs especially those with Learning Difficulties -… (more)

Subjects/Keywords: 371.9; Inclusive education : curriculum : curriculum adaptations : Learning Difficulties

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

APA (6th Edition):

Otukile-Mongwaketse, M. E. (2011). Implementing inclusive education in Botswana primary school settings : an exploration of teachers' understandings of curriculum, curriculum adaptations and learners who have learning difficulties. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3435

Chicago Manual of Style (16th Edition):

Otukile-Mongwaketse, Mpho Esther. “Implementing inclusive education in Botswana primary school settings : an exploration of teachers' understandings of curriculum, curriculum adaptations and learners who have learning difficulties.” 2011. Doctoral Dissertation, University of Exeter. Accessed June 17, 2019. http://hdl.handle.net/10036/3435.

MLA Handbook (7th Edition):

Otukile-Mongwaketse, Mpho Esther. “Implementing inclusive education in Botswana primary school settings : an exploration of teachers' understandings of curriculum, curriculum adaptations and learners who have learning difficulties.” 2011. Web. 17 Jun 2019.

Vancouver:

Otukile-Mongwaketse ME. Implementing inclusive education in Botswana primary school settings : an exploration of teachers' understandings of curriculum, curriculum adaptations and learners who have learning difficulties. [Internet] [Doctoral dissertation]. University of Exeter; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10036/3435.

Council of Science Editors:

Otukile-Mongwaketse ME. Implementing inclusive education in Botswana primary school settings : an exploration of teachers' understandings of curriculum, curriculum adaptations and learners who have learning difficulties. [Doctoral Dissertation]. University of Exeter; 2011. Available from: http://hdl.handle.net/10036/3435


University of Edinburgh

17. Bates, Helen. Typically-developing students' views and experiences of Inclusive Education (Support for Learning).

Degree: Thesis (D.Clin.Psy.), 2014, University of Edinburgh

 Background: Inclusive Education (‘Support for Learning’ in the UK) is now a mandatory educational policy across the European Union. And yet, we understand remarkably little… (more)

Subjects/Keywords: 371.9; Inclusive Education; Support for Learning; typically-developing students

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

APA (6th Edition):

Bates, H. (2014). Typically-developing students' views and experiences of Inclusive Education (Support for Learning). (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/16221

Chicago Manual of Style (16th Edition):

Bates, Helen. “Typically-developing students' views and experiences of Inclusive Education (Support for Learning).” 2014. Doctoral Dissertation, University of Edinburgh. Accessed June 17, 2019. http://hdl.handle.net/1842/16221.

MLA Handbook (7th Edition):

Bates, Helen. “Typically-developing students' views and experiences of Inclusive Education (Support for Learning).” 2014. Web. 17 Jun 2019.

Vancouver:

Bates H. Typically-developing students' views and experiences of Inclusive Education (Support for Learning). [Internet] [Doctoral dissertation]. University of Edinburgh; 2014. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1842/16221.

Council of Science Editors:

Bates H. Typically-developing students' views and experiences of Inclusive Education (Support for Learning). [Doctoral Dissertation]. University of Edinburgh; 2014. Available from: http://hdl.handle.net/1842/16221


De Montfort University

18. Greenstock, Louise. 'Using graphic symbols' : an investigation into the experiences and attitudes of a range of practitioners using graphic symbols with children in the Foundation Stage (three to five year olds) school settings.

Degree: PhD, 2010, De Montfort University

 There has been a recent increase in the use of graphic symbols in school settings (Abbott and Lucey, 2003). However, the use of graphic symbols… (more)

Subjects/Keywords: graphic symbols; collaborative working; inter-professional working; inclusive education

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

APA (6th Edition):

Greenstock, L. (2010). 'Using graphic symbols' : an investigation into the experiences and attitudes of a range of practitioners using graphic symbols with children in the Foundation Stage (three to five year olds) school settings. (Doctoral Dissertation). De Montfort University. Retrieved from http://hdl.handle.net/2086/3204

Chicago Manual of Style (16th Edition):

Greenstock, Louise. “'Using graphic symbols' : an investigation into the experiences and attitudes of a range of practitioners using graphic symbols with children in the Foundation Stage (three to five year olds) school settings.” 2010. Doctoral Dissertation, De Montfort University. Accessed June 17, 2019. http://hdl.handle.net/2086/3204.

MLA Handbook (7th Edition):

Greenstock, Louise. “'Using graphic symbols' : an investigation into the experiences and attitudes of a range of practitioners using graphic symbols with children in the Foundation Stage (three to five year olds) school settings.” 2010. Web. 17 Jun 2019.

Vancouver:

Greenstock L. 'Using graphic symbols' : an investigation into the experiences and attitudes of a range of practitioners using graphic symbols with children in the Foundation Stage (three to five year olds) school settings. [Internet] [Doctoral dissertation]. De Montfort University; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2086/3204.

Council of Science Editors:

Greenstock L. 'Using graphic symbols' : an investigation into the experiences and attitudes of a range of practitioners using graphic symbols with children in the Foundation Stage (three to five year olds) school settings. [Doctoral Dissertation]. De Montfort University; 2010. Available from: http://hdl.handle.net/2086/3204


University of Manchester

19. Lindley, Emma Rosamund. Making sense of mental illness : the importance of inclusive dialogue.

Degree: PhD, 2011, University of Manchester

 People with diagnoses of mental illness have been described as the last minority group against whom it is socially acceptable to discriminate. Challenging the stigma… (more)

Subjects/Keywords: 375; Mental illness; Stigma; Education; Young people; Narrative; Inclusive dialogue

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

APA (6th Edition):

Lindley, E. R. (2011). Making sense of mental illness : the importance of inclusive dialogue. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/making-sense-of-mental-illness-the-importance-of-inclusive-dialogue(8e45868b-7787-450f-bf84-83d6410de733).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532249

Chicago Manual of Style (16th Edition):

Lindley, Emma Rosamund. “Making sense of mental illness : the importance of inclusive dialogue.” 2011. Doctoral Dissertation, University of Manchester. Accessed June 17, 2019. https://www.research.manchester.ac.uk/portal/en/theses/making-sense-of-mental-illness-the-importance-of-inclusive-dialogue(8e45868b-7787-450f-bf84-83d6410de733).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532249.

MLA Handbook (7th Edition):

Lindley, Emma Rosamund. “Making sense of mental illness : the importance of inclusive dialogue.” 2011. Web. 17 Jun 2019.

Vancouver:

Lindley ER. Making sense of mental illness : the importance of inclusive dialogue. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2019 Jun 17]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/making-sense-of-mental-illness-the-importance-of-inclusive-dialogue(8e45868b-7787-450f-bf84-83d6410de733).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532249.

Council of Science Editors:

Lindley ER. Making sense of mental illness : the importance of inclusive dialogue. [Doctoral Dissertation]. University of Manchester; 2011. Available from: https://www.research.manchester.ac.uk/portal/en/theses/making-sense-of-mental-illness-the-importance-of-inclusive-dialogue(8e45868b-7787-450f-bf84-83d6410de733).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532249


University of Manchester

20. Lindley, Emma Rosamund. Making sense of mental illness: The importance of inclusive dialogue.

Degree: 2011, University of Manchester

 People with diagnoses of mental illness have been described as the last minority group against whom it is socially acceptable to discriminate. Challenging the stigma… (more)

Subjects/Keywords: Mental illness; Stigma; Education; Young people; Narrative; Inclusive dialogue

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

APA (6th Edition):

Lindley, E. R. (2011). Making sense of mental illness: The importance of inclusive dialogue. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:120084

Chicago Manual of Style (16th Edition):

Lindley, Emma Rosamund. “Making sense of mental illness: The importance of inclusive dialogue.” 2011. Doctoral Dissertation, University of Manchester. Accessed June 17, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:120084.

MLA Handbook (7th Edition):

Lindley, Emma Rosamund. “Making sense of mental illness: The importance of inclusive dialogue.” 2011. Web. 17 Jun 2019.

Vancouver:

Lindley ER. Making sense of mental illness: The importance of inclusive dialogue. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2019 Jun 17]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:120084.

Council of Science Editors:

Lindley ER. Making sense of mental illness: The importance of inclusive dialogue. [Doctoral Dissertation]. University of Manchester; 2011. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:120084


University of Aberdeen

21. Moriah, Mishel Patrina. School leadership and inclusive education practices in Caribbean secondary schools.

Degree: Dept. of Education., 2017, University of Aberdeen

Subjects/Keywords: Educational leadership; Inclusive education

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

APA (6th Edition):

Moriah, M. P. (2017). School leadership and inclusive education practices in Caribbean secondary schools. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=232401 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=232401&custom_att_2=simple_viewer

Chicago Manual of Style (16th Edition):

Moriah, Mishel Patrina. “School leadership and inclusive education practices in Caribbean secondary schools.” 2017. Doctoral Dissertation, University of Aberdeen. Accessed June 17, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=232401 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=232401&custom_att_2=simple_viewer.

MLA Handbook (7th Edition):

Moriah, Mishel Patrina. “School leadership and inclusive education practices in Caribbean secondary schools.” 2017. Web. 17 Jun 2019.

Vancouver:

Moriah MP. School leadership and inclusive education practices in Caribbean secondary schools. [Internet] [Doctoral dissertation]. University of Aberdeen; 2017. [cited 2019 Jun 17]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=232401 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=232401&custom_att_2=simple_viewer.

Council of Science Editors:

Moriah MP. School leadership and inclusive education practices in Caribbean secondary schools. [Doctoral Dissertation]. University of Aberdeen; 2017. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=232401 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=232401&custom_att_2=simple_viewer

22. McKeon, David Ivo. Emotional and behavioural difficulties in mainstream schools in Ireland : understandings, attitudes and responses.

Degree: PhD, 2013, University of Northampton

 Emotional and behavioural difficulties (EBD) in mainstream schools in Ireland attract much attention and significant resources. Little research has been conducted in the Irish context… (more)

Subjects/Keywords: LA669.61 Ireland; LC4801 Emotional and behavioral disorders; LC1200 Inclusive education

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APA (6th Edition):

McKeon, D. I. (2013). Emotional and behavioural difficulties in mainstream schools in Ireland : understandings, attitudes and responses. (Doctoral Dissertation). University of Northampton. Retrieved from https://pure.northampton.ac.uk/en/studentTheses/396515d3-270d-4f32-8744-36d95c581928 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697969

Chicago Manual of Style (16th Edition):

McKeon, David Ivo. “Emotional and behavioural difficulties in mainstream schools in Ireland : understandings, attitudes and responses.” 2013. Doctoral Dissertation, University of Northampton. Accessed June 17, 2019. https://pure.northampton.ac.uk/en/studentTheses/396515d3-270d-4f32-8744-36d95c581928 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697969.

MLA Handbook (7th Edition):

McKeon, David Ivo. “Emotional and behavioural difficulties in mainstream schools in Ireland : understandings, attitudes and responses.” 2013. Web. 17 Jun 2019.

Vancouver:

McKeon DI. Emotional and behavioural difficulties in mainstream schools in Ireland : understandings, attitudes and responses. [Internet] [Doctoral dissertation]. University of Northampton; 2013. [cited 2019 Jun 17]. Available from: https://pure.northampton.ac.uk/en/studentTheses/396515d3-270d-4f32-8744-36d95c581928 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697969.

Council of Science Editors:

McKeon DI. Emotional and behavioural difficulties in mainstream schools in Ireland : understandings, attitudes and responses. [Doctoral Dissertation]. University of Northampton; 2013. Available from: https://pure.northampton.ac.uk/en/studentTheses/396515d3-270d-4f32-8744-36d95c581928 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697969

23. Wolstenholme, Carol. A local authority and educational inclusion : an investigation of policy and practice.

Degree: PhD, 2008, University of Northampton

 The research here reported investigated the perceptions of professionals of the implementation of educational inclusion policy within one English Local Authority (LA). Using a mixed… (more)

Subjects/Keywords: 370; LC1200 Inclusive education

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APA (6th Edition):

Wolstenholme, C. (2008). A local authority and educational inclusion : an investigation of policy and practice. (Doctoral Dissertation). University of Northampton. Retrieved from https://pure.northampton.ac.uk/en/studentTheses/b136af24-c46e-49de-981b-37bffae77d73 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545823

Chicago Manual of Style (16th Edition):

Wolstenholme, Carol. “A local authority and educational inclusion : an investigation of policy and practice.” 2008. Doctoral Dissertation, University of Northampton. Accessed June 17, 2019. https://pure.northampton.ac.uk/en/studentTheses/b136af24-c46e-49de-981b-37bffae77d73 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545823.

MLA Handbook (7th Edition):

Wolstenholme, Carol. “A local authority and educational inclusion : an investigation of policy and practice.” 2008. Web. 17 Jun 2019.

Vancouver:

Wolstenholme C. A local authority and educational inclusion : an investigation of policy and practice. [Internet] [Doctoral dissertation]. University of Northampton; 2008. [cited 2019 Jun 17]. Available from: https://pure.northampton.ac.uk/en/studentTheses/b136af24-c46e-49de-981b-37bffae77d73 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545823.

Council of Science Editors:

Wolstenholme C. A local authority and educational inclusion : an investigation of policy and practice. [Doctoral Dissertation]. University of Northampton; 2008. Available from: https://pure.northampton.ac.uk/en/studentTheses/b136af24-c46e-49de-981b-37bffae77d73 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545823


Brunel University

24. Haji Shahminan, Hajah Norbayah. A critical exploration of deaf young people's underachievement in Brunei Darussalam.

Degree: PhD, 2012, Brunel University

 This study employs qualitative methods to explore the tensions experienced by deaf young people with hearing parents, hearing parents with little or no experience of… (more)

Subjects/Keywords: 796; Deaf education; Deaf people in Brunei Darussalam; Deaf young people in inclusive school; Deaf - inclusive; Deaf - Brunei school

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APA (6th Edition):

Haji Shahminan, H. N. (2012). A critical exploration of deaf young people's underachievement in Brunei Darussalam. (Doctoral Dissertation). Brunel University. Retrieved from http://bura.brunel.ac.uk/handle/2438/7693 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582896

Chicago Manual of Style (16th Edition):

Haji Shahminan, Hajah Norbayah. “A critical exploration of deaf young people's underachievement in Brunei Darussalam.” 2012. Doctoral Dissertation, Brunel University. Accessed June 17, 2019. http://bura.brunel.ac.uk/handle/2438/7693 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582896.

MLA Handbook (7th Edition):

Haji Shahminan, Hajah Norbayah. “A critical exploration of deaf young people's underachievement in Brunei Darussalam.” 2012. Web. 17 Jun 2019.

Vancouver:

Haji Shahminan HN. A critical exploration of deaf young people's underachievement in Brunei Darussalam. [Internet] [Doctoral dissertation]. Brunel University; 2012. [cited 2019 Jun 17]. Available from: http://bura.brunel.ac.uk/handle/2438/7693 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582896.

Council of Science Editors:

Haji Shahminan HN. A critical exploration of deaf young people's underachievement in Brunei Darussalam. [Doctoral Dissertation]. Brunel University; 2012. Available from: http://bura.brunel.ac.uk/handle/2438/7693 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582896

25. McLachlan, Benita. Learning for excellence : professional learning for learning support assistants within further education.

Degree: PhD, 2012, Anglia Ruskin University

 The 1980s saw an increase in learning support assistants (LSAs’) in colleges for further education to support post-sixteen learners with learning difficulties and disabilities (LDD).… (more)

Subjects/Keywords: 371.1; inclusive education; further education; learning support assistants; professional learning; action research; qualitative research

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APA (6th Edition):

McLachlan, B. (2012). Learning for excellence : professional learning for learning support assistants within further education. (Doctoral Dissertation). Anglia Ruskin University. Retrieved from http://arro.anglia.ac.uk/297145/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577711

Chicago Manual of Style (16th Edition):

McLachlan, Benita. “Learning for excellence : professional learning for learning support assistants within further education.” 2012. Doctoral Dissertation, Anglia Ruskin University. Accessed June 17, 2019. http://arro.anglia.ac.uk/297145/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577711.

MLA Handbook (7th Edition):

McLachlan, Benita. “Learning for excellence : professional learning for learning support assistants within further education.” 2012. Web. 17 Jun 2019.

Vancouver:

McLachlan B. Learning for excellence : professional learning for learning support assistants within further education. [Internet] [Doctoral dissertation]. Anglia Ruskin University; 2012. [cited 2019 Jun 17]. Available from: http://arro.anglia.ac.uk/297145/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577711.

Council of Science Editors:

McLachlan B. Learning for excellence : professional learning for learning support assistants within further education. [Doctoral Dissertation]. Anglia Ruskin University; 2012. Available from: http://arro.anglia.ac.uk/297145/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577711

26. McLachlan, Benita. Learning for excellence : professional learning for learning support assistants within further education.

Degree: PhD, 2012, Anglia Ruskin University

 The 1980s saw an increase in learning support assistants (LSAs’) in colleges for further education to support post-sixteen learners with learning difficulties and disabilities (LDD).… (more)

Subjects/Keywords: 371.1; inclusive education; further education; learning support assistants; professional learning; action research; qualitative research

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

APA (6th Edition):

McLachlan, B. (2012). Learning for excellence : professional learning for learning support assistants within further education. (Doctoral Dissertation). Anglia Ruskin University. Retrieved from http://hdl.handle.net/10540/297145

Chicago Manual of Style (16th Edition):

McLachlan, Benita. “Learning for excellence : professional learning for learning support assistants within further education.” 2012. Doctoral Dissertation, Anglia Ruskin University. Accessed June 17, 2019. http://hdl.handle.net/10540/297145.

MLA Handbook (7th Edition):

McLachlan, Benita. “Learning for excellence : professional learning for learning support assistants within further education.” 2012. Web. 17 Jun 2019.

Vancouver:

McLachlan B. Learning for excellence : professional learning for learning support assistants within further education. [Internet] [Doctoral dissertation]. Anglia Ruskin University; 2012. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10540/297145.

Council of Science Editors:

McLachlan B. Learning for excellence : professional learning for learning support assistants within further education. [Doctoral Dissertation]. Anglia Ruskin University; 2012. Available from: http://hdl.handle.net/10540/297145


De Montfort University

27. Therapontos, Nasia. Evolving music education in the digital age : sound-based music in public schools of Cyprus.

Degree: PhD, 2013, De Montfort University

 Years now, sound-based music has been struggling to reach a wider public. Research supports that in order to promote sound-based music, it should be introduced… (more)

Subjects/Keywords: 372.87; Sound-based music; music education; inclusive education; music technologies; innovative music in school

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

APA (6th Edition):

Therapontos, N. (2013). Evolving music education in the digital age : sound-based music in public schools of Cyprus. (Doctoral Dissertation). De Montfort University. Retrieved from http://hdl.handle.net/2086/11609

Chicago Manual of Style (16th Edition):

Therapontos, Nasia. “Evolving music education in the digital age : sound-based music in public schools of Cyprus.” 2013. Doctoral Dissertation, De Montfort University. Accessed June 17, 2019. http://hdl.handle.net/2086/11609.

MLA Handbook (7th Edition):

Therapontos, Nasia. “Evolving music education in the digital age : sound-based music in public schools of Cyprus.” 2013. Web. 17 Jun 2019.

Vancouver:

Therapontos N. Evolving music education in the digital age : sound-based music in public schools of Cyprus. [Internet] [Doctoral dissertation]. De Montfort University; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2086/11609.

Council of Science Editors:

Therapontos N. Evolving music education in the digital age : sound-based music in public schools of Cyprus. [Doctoral Dissertation]. De Montfort University; 2013. Available from: http://hdl.handle.net/2086/11609

28. Gagnon, Jessica Dawn. 'Born to fight' : the university experiences of the daughters of single mothers who are first-generation students in the United Kingdom.

Degree: PhD, 2016, University of Sussex

 This thesis explores the university experiences of the daughters of single mothers who are first-generation students in the United Kingdom. Data was collected during spring… (more)

Subjects/Keywords: 378.41; LB2300 Higher education; LC0189 Educational sociology; LC1200 Inclusive education; LC1401 Women. Girls

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APA (6th Edition):

Gagnon, J. D. (2016). 'Born to fight' : the university experiences of the daughters of single mothers who are first-generation students in the United Kingdom. (Doctoral Dissertation). University of Sussex. Retrieved from http://sro.sussex.ac.uk/id/eprint/59847/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682814

Chicago Manual of Style (16th Edition):

Gagnon, Jessica Dawn. “'Born to fight' : the university experiences of the daughters of single mothers who are first-generation students in the United Kingdom.” 2016. Doctoral Dissertation, University of Sussex. Accessed June 17, 2019. http://sro.sussex.ac.uk/id/eprint/59847/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682814.

MLA Handbook (7th Edition):

Gagnon, Jessica Dawn. “'Born to fight' : the university experiences of the daughters of single mothers who are first-generation students in the United Kingdom.” 2016. Web. 17 Jun 2019.

Vancouver:

Gagnon JD. 'Born to fight' : the university experiences of the daughters of single mothers who are first-generation students in the United Kingdom. [Internet] [Doctoral dissertation]. University of Sussex; 2016. [cited 2019 Jun 17]. Available from: http://sro.sussex.ac.uk/id/eprint/59847/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682814.

Council of Science Editors:

Gagnon JD. 'Born to fight' : the university experiences of the daughters of single mothers who are first-generation students in the United Kingdom. [Doctoral Dissertation]. University of Sussex; 2016. Available from: http://sro.sussex.ac.uk/id/eprint/59847/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682814


University of Exeter

29. Alqallaf, Bader. The social participation of children identified as having moderate learning difficulties/slow learning and the different ways of assessing such children in Kuwait and England (a comparative study).

Degree: PhD, 2015, University of Exeter

 This study addressed two main areas in the field of special education needs. First, it considered the concepts of MLD\Slow learning and the different ways… (more)

Subjects/Keywords: 371.9; inclusive education; social participation; children with MLD; children with Slow Learning; Inclusion

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

APA (6th Edition):

Alqallaf, B. (2015). The social participation of children identified as having moderate learning difficulties/slow learning and the different ways of assessing such children in Kuwait and England (a comparative study). (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/19281

Chicago Manual of Style (16th Edition):

Alqallaf, Bader. “The social participation of children identified as having moderate learning difficulties/slow learning and the different ways of assessing such children in Kuwait and England (a comparative study).” 2015. Doctoral Dissertation, University of Exeter. Accessed June 17, 2019. http://hdl.handle.net/10871/19281.

MLA Handbook (7th Edition):

Alqallaf, Bader. “The social participation of children identified as having moderate learning difficulties/slow learning and the different ways of assessing such children in Kuwait and England (a comparative study).” 2015. Web. 17 Jun 2019.

Vancouver:

Alqallaf B. The social participation of children identified as having moderate learning difficulties/slow learning and the different ways of assessing such children in Kuwait and England (a comparative study). [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10871/19281.

Council of Science Editors:

Alqallaf B. The social participation of children identified as having moderate learning difficulties/slow learning and the different ways of assessing such children in Kuwait and England (a comparative study). [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/19281


University of Plymouth

30. Vickerstaff, Rebecca. Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks.

Degree: PhD, 2015, University of Plymouth

 Engineering Education experiences turbulent changes, both from government pressures and from industry demands on readdressing the requirements of graduate capability. Despite vast amounts of engineering… (more)

Subjects/Keywords: 620.0071; Engineering Education, Technology Enhanced Learning, Pedagogy, video assessment; Xerte online toolkits; inclusive assessment

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

APA (6th Edition):

Vickerstaff, R. (2015). Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/3312

Chicago Manual of Style (16th Edition):

Vickerstaff, Rebecca. “Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks.” 2015. Doctoral Dissertation, University of Plymouth. Accessed June 17, 2019. http://hdl.handle.net/10026.1/3312.

MLA Handbook (7th Edition):

Vickerstaff, Rebecca. “Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks.” 2015. Web. 17 Jun 2019.

Vancouver:

Vickerstaff R. Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks. [Internet] [Doctoral dissertation]. University of Plymouth; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10026.1/3312.

Council of Science Editors:

Vickerstaff R. Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks. [Doctoral Dissertation]. University of Plymouth; 2015. Available from: http://hdl.handle.net/10026.1/3312

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