subject:(special value of L function)

University of Minnesota

1. Zhang, Lei. Automorphic forms on certain affine symmetric spaces.

Degree: PhD, Mathematics, 2011, University of Minnesota

► In this thesis, we consider automorphic periods associated to certain affine symmetric spaces such as the symmetric pairs. In this thesis, we consider automorphic periods… (more)

▼ In this thesis, we consider automorphic periods associated to certain affine symmetric spaces such as the symmetric pairs. In this thesis, we consider automorphic periods associated to certain affine symmetric spaces such as the symmetric pairs (Sp4n; ResK=kSp2n) and (GSp4n; ResK=kGSp2n); where k is a number field and K is an Etale algebra over k of dimension 2. We consider the period integral of a cusp forms of Sp4n(Ak) against with an Eisenstein series of the symmetric subgroup ResK=kSp2n. We expect to establish an identity between this period integrals and the special value of the spin L-function of the symplectic group. In the local theory, using Aizenbud and Gourevitch's generalized Harish-Chandra method and traditional methods, i.e. the Gelfand-Kahzdan theorem, we can prove that these symmetric pairs are Gelfand pairs when Kv is a quadratic extension field over kv for any n, or Kv is isomorphic to kv x kv for n <_ 2. Since (U(J2n; kv(p28; )); Sp2n(kv)) is a descendant of (Sp4n(kv); Sp2n(kv) #2; Sp2n(kv)), we prove that it is a Gelfand pair for both archimedean and non-archimedean fields. According to the Yu' construction in [76] of irreducible tame supercuspidal representations, we give a parametrization of the distinguished tame supercuspidal representation of symplectic groups in this thesis. Applying the dimension formula of the space HomH(#25;; 1) given by Hakim and Murnaghan [28], we prove that if (G;H) is the symmetric pair (U(J2n;Kv); Sp2n(kv)) there is no H-distinguished tame supercuspidal representation, where Kv is a quadratic extension over kv. In addition, for the symmetric pair (Sp4n(kv); Sp2n(Kv)), we give the sufficient and necessary conditions of generic cuspidal data such that the corresponding tame supercuspidal representations are H-distinguished. Note that our case is the first case worked out with none of G and H being the general linear groups. Furthermore, motivated by a sub-question, we also give an example for the distinguished representations of finite groups of Lie Type in a low rank case. In particular, we show that #18;10 is the unique SL2(Fq2) distinguished cuspidal representation of Sp4(Fq). Note: See PDF abstract for the correct interpretation of the mathematical symbols.

Subjects/Keywords: Automorphic forms; Distinguished tame supercuspidal representation; Gelfand pairs; Number theory; special value of L-function; Mathematics

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APA (6^th Edition):

Zhang, L. (2011). Automorphic forms on certain affine symmetric spaces. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/109867

Chicago Manual of Style (16^th Edition):

Zhang, Lei. “Automorphic forms on certain affine symmetric spaces.” 2011. Doctoral Dissertation, University of Minnesota. Accessed March 07, 2021. http://purl.umn.edu/109867.

MLA Handbook (7^th Edition):

Zhang, Lei. “Automorphic forms on certain affine symmetric spaces.” 2011. Web. 07 Mar 2021.

Vancouver:

Zhang L. Automorphic forms on certain affine symmetric spaces. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2021 Mar 07]. Available from: http://purl.umn.edu/109867.

Council of Science Editors:

Zhang L. Automorphic forms on certain affine symmetric spaces. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/109867

University of Waikato

2. Alharbi, Nof Turki S. Finding p-adic zeroes of the Kubota-Leopoldt zeta-function numerically .

Degree: 2014, University of Waikato

URL: http://hdl.handle.net/10289/8692

► We first establish why the p-adic zeta function has a Dirichlet series expansion. We then compute an improved expansion, which allows us to express it… (more)

Subjects/Keywords: zeroes of p-adic L-function

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APA (6^th Edition):

Alharbi, N. T. S. (2014). Finding p-adic zeroes of the Kubota-Leopoldt zeta-function numerically . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8692

Chicago Manual of Style (16^th Edition):

Alharbi, Nof Turki S. “Finding p-adic zeroes of the Kubota-Leopoldt zeta-function numerically .” 2014. Masters Thesis, University of Waikato. Accessed March 07, 2021. http://hdl.handle.net/10289/8692.

MLA Handbook (7^th Edition):

Alharbi, Nof Turki S. “Finding p-adic zeroes of the Kubota-Leopoldt zeta-function numerically .” 2014. Web. 07 Mar 2021.

Vancouver:

Alharbi NTS. Finding p-adic zeroes of the Kubota-Leopoldt zeta-function numerically . [Internet] [Masters thesis]. University of Waikato; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10289/8692.

Council of Science Editors:

Alharbi NTS. Finding p-adic zeroes of the Kubota-Leopoldt zeta-function numerically . [Masters Thesis]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/8692

The Ohio State University

3. Beckwith, Alexander Lu. Moments of automorphic L-functions at special points.

Degree: PhD, Mathematics, 2020, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1587670557729195

► We study the behavior of families of L-functions at exhibiting conductor-dropping behavior. We will derive asymptotic expansions of the short interval first and second moments… (more)

Subjects/Keywords: Mathematics; automorphic L-functions; conductor-dropping; moments of automorphic L-functions; automorphic L-functions at special points; deformations of discrete groups

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APA (6^th Edition):

Beckwith, A. L. (2020). Moments of automorphic L-functions at special points. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1587670557729195

Chicago Manual of Style (16^th Edition):

Beckwith, Alexander Lu. “Moments of automorphic L-functions at special points.” 2020. Doctoral Dissertation, The Ohio State University. Accessed March 07, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587670557729195.

MLA Handbook (7^th Edition):

Beckwith, Alexander Lu. “Moments of automorphic L-functions at special points.” 2020. Web. 07 Mar 2021.

Vancouver:

Beckwith AL. Moments of automorphic L-functions at special points. [Internet] [Doctoral dissertation]. The Ohio State University; 2020. [cited 2021 Mar 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1587670557729195.

Council of Science Editors:

Beckwith AL. Moments of automorphic L-functions at special points. [Doctoral Dissertation]. The Ohio State University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1587670557729195

University of Huddersfield

4. Robinson, Denise. Further and Higher Education Partnerships in England, 1997-2010: a study of cultures and perceptions.

Degree: 2010, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/10182/1/RobinsonDeniseFinalThesis.pdf

► This study identifies and analyses issues pertinent to the expanding Higher Education (HE) in Further Education (FE) provision through partnerships as they relate to policy… (more)

Subjects/Keywords: L Education (General); LB2300 Higher Education; LC Special aspects of education

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APA (6^th Edition):

Robinson, D. (2010). Further and Higher Education Partnerships in England, 1997-2010: a study of cultures and perceptions. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/10182/1/RobinsonDeniseFinalThesis.pdf

Chicago Manual of Style (16^th Edition):

Robinson, Denise. “Further and Higher Education Partnerships in England, 1997-2010: a study of cultures and perceptions.” 2010. Doctoral Dissertation, University of Huddersfield. Accessed March 07, 2021. http://eprints.hud.ac.uk/id/eprint/10182/1/RobinsonDeniseFinalThesis.pdf.

MLA Handbook (7^th Edition):

Robinson, Denise. “Further and Higher Education Partnerships in England, 1997-2010: a study of cultures and perceptions.” 2010. Web. 07 Mar 2021.

Vancouver:

Robinson D. Further and Higher Education Partnerships in England, 1997-2010: a study of cultures and perceptions. [Internet] [Doctoral dissertation]. University of Huddersfield; 2010. [cited 2021 Mar 07]. Available from: http://eprints.hud.ac.uk/id/eprint/10182/1/RobinsonDeniseFinalThesis.pdf.

Council of Science Editors:

Robinson D. Further and Higher Education Partnerships in England, 1997-2010: a study of cultures and perceptions. [Doctoral Dissertation]. University of Huddersfield; 2010. Available from: http://eprints.hud.ac.uk/id/eprint/10182/1/RobinsonDeniseFinalThesis.pdf

University of Huddersfield

5. Binner, Christine. Who me? - What did I do?: a case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education.

Degree: 2011, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/12141/1/Final_copy_of_thesis_24th_August.pdf

► This research uses learner voice to explore low level disruption in level two classrooms in a college of further education. The aim of the research… (more)

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

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

APA (6^th Edition):

Binner, C. (2011). Who me? - What did I do?: a case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/12141/1/Final_copy_of_thesis_24th_August.pdf

Chicago Manual of Style (16^th Edition):

Binner, Christine. “Who me? - What did I do?: a case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education.” 2011. Doctoral Dissertation, University of Huddersfield. Accessed March 07, 2021. http://eprints.hud.ac.uk/id/eprint/12141/1/Final_copy_of_thesis_24th_August.pdf.

MLA Handbook (7^th Edition):

Binner, Christine. “Who me? - What did I do?: a case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education.” 2011. Web. 07 Mar 2021.

Vancouver:

Binner C. Who me? - What did I do?: a case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education. [Internet] [Doctoral dissertation]. University of Huddersfield; 2011. [cited 2021 Mar 07]. Available from: http://eprints.hud.ac.uk/id/eprint/12141/1/Final_copy_of_thesis_24th_August.pdf.

Council of Science Editors:

Binner C. Who me? - What did I do?: a case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education. [Doctoral Dissertation]. University of Huddersfield; 2011. Available from: http://eprints.hud.ac.uk/id/eprint/12141/1/Final_copy_of_thesis_24th_August.pdf

University of Huddersfield

6. Binner, Christine Audrey. Who me? - What did I do? : a case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education.

Degree: Thesis (EdD), 2011, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/12141/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547172

► This research uses learner voice to explore low level disruption in level two classrooms in a college of further education. The aim of the research… (more)

Subjects/Keywords: 374; L Education (General); LC Special aspects of education

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

APA (6^th Edition):

Binner, C. A. (2011). Who me? - What did I do? : a case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/12141/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547172

Chicago Manual of Style (16^th Edition):

Binner, Christine Audrey. “Who me? - What did I do? : a case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education.” 2011. Doctoral Dissertation, University of Huddersfield. Accessed March 07, 2021. http://eprints.hud.ac.uk/id/eprint/12141/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547172.

MLA Handbook (7^th Edition):

Binner, Christine Audrey. “Who me? - What did I do? : a case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education.” 2011. Web. 07 Mar 2021.

Vancouver:

Binner CA. Who me? - What did I do? : a case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education. [Internet] [Doctoral dissertation]. University of Huddersfield; 2011. [cited 2021 Mar 07]. Available from: http://eprints.hud.ac.uk/id/eprint/12141/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547172.

Council of Science Editors:

Binner CA. Who me? - What did I do? : a case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education. [Doctoral Dissertation]. University of Huddersfield; 2011. Available from: http://eprints.hud.ac.uk/id/eprint/12141/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547172

University of Sheffield

7. Dalton, Julie. Time to talk in Initial Teacher Training : staff and students' perspectives on mental health.

Degree: Thesis (EdD), 2014, University of Sheffield

URL: http://eprints.hud.ac.uk/26239/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668199

► This thesis investigates the awareness of Initial Teacher Training (ITT) students and teachers around the topic of mental health and how mental health issues can… (more)

▼ This thesis investigates the awareness of Initial Teacher Training (ITT) students and teachers around the topic of mental health and how mental health issues can impact on teaching and learning. The initial spark that led, ultimately to this study was a critical incident from many years ago in my time as a curriculum manager when a young, newly qualified member of staff accused me of putting her in danger because one of the learners in her class had mental health issues. She was truly frightened and it made me reflect on the need for awareness-raising which was specifically targeted to staff in education. It was not necessary for her to know the name of the condition which this learner presented with or his medication regime and his support for living arrangements. It was however necessary to know what behaviour might be manifest in class, how to manage it and how his learning could be best supported to give him equality of opportunity to access the curriculum. It was also necessary to challenge the stereotypes, myths and misconceptions around mental health issues with this teacher to ensure that she felt confident and aware, rather than frightened. One of the unique approaches in this thesis is my proposal that awareness for teachers needs to exist in three separate but complimentary strands. This overview has been developed from practice in: 1. noting the increasing range of conditions and diagnosis of younger children with mental health issues 2. having been challenged myself at a conference about mental health to consider the effect of the actual processes of my practice on my own mental health and that of my learners 3. seeing student teachers worry over their own mental health during and post qualifying. Chapter 2 is presented in three sections so that these three separate facets of the literature can be evaluated: i) Sources which consider the statistical evidence surrounding the mental health needs of children and young people. ii) Literature around mental health promotion and management in schools and iii) Literature around the stressful nature of teaching as a profession and the need for staff to be aware of their own wellbeing and to develop coping strategies. A concluding section considers the stigma surrounding mental health issues. Chapter 3 discusses and justifies the methodology of the study including: the philosophical underpinning of the piece; discussion of the definitions of research applied to the study and the demographics of the sample utilised, my positionality, ethical considerations , data collection and analysis. Chapter 4 contains the findings from the three phases of research which include initial questionnaires, staff interviews and student model making focus groups. Each section is evaluated and considered in Chapter 5 before any conclusions and recommendations are reported in Chapter 6. The study reported in this thesis stands apart from other research that considers mental health awareness for teachers as my study is focused on the voices of both students and staff and from those…

Subjects/Keywords: 370; L Education (General); LC Special aspects of education

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APA (6^th Edition):

Dalton, J. (2014). Time to talk in Initial Teacher Training : staff and students' perspectives on mental health. (Doctoral Dissertation). University of Sheffield. Retrieved from http://eprints.hud.ac.uk/26239/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668199

Chicago Manual of Style (16^th Edition):

Dalton, Julie. “Time to talk in Initial Teacher Training : staff and students' perspectives on mental health.” 2014. Doctoral Dissertation, University of Sheffield. Accessed March 07, 2021. http://eprints.hud.ac.uk/26239/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668199.

MLA Handbook (7^th Edition):

Dalton, Julie. “Time to talk in Initial Teacher Training : staff and students' perspectives on mental health.” 2014. Web. 07 Mar 2021.

Vancouver:

Dalton J. Time to talk in Initial Teacher Training : staff and students' perspectives on mental health. [Internet] [Doctoral dissertation]. University of Sheffield; 2014. [cited 2021 Mar 07]. Available from: http://eprints.hud.ac.uk/26239/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668199.

Council of Science Editors:

Dalton J. Time to talk in Initial Teacher Training : staff and students' perspectives on mental health. [Doctoral Dissertation]. University of Sheffield; 2014. Available from: http://eprints.hud.ac.uk/26239/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668199

8. Tenvir, Fozia. The educational experiences and life choices of British Pakistani Muslim women : an ethnographic case study.

Degree: PhD, 2015, University of Worcester

URL: http://eprints.worc.ac.uk/5091/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698806

► This thesis is a longitudinal ethnographic analysis of the educational experiences of Pakistani Muslim women in a southern English city and the implications of these… (more)

▼ This thesis is a longitudinal ethnographic analysis of the educational experiences of Pakistani Muslim women in a southern English city and the implications of these experiences for their later lives. It is a study of my own community: I the ethnographer/researcher have been a member of this community, and therefore ‘in the field’, for three decades as youth-worker, teacher, headteacher and active community member. This experience has offered me unique access to study British Pakistani Muslim women’s lives as I am known and trusted. Muslim women are a hard to reach group in research terms. I reflect on my own work and community experience across three decades, cross-checking my observations and memories with key informants (former associates, colleagues and pupils). I present data from in-depth interviews with 76 women, most of whom I used to teach; these interviews, conducted using life history method, elicited and clarified their memories of schooling and its consequences in their later life experiences. My research participants, mostly British born, are from rural-origin families in Pakistan whose parents first came to the UK in the 1970s. The result is a rich tapestry of data focusing on education and related family issues such as gender expectations and marriage. This study breaks new ground in giving voice to adult Pakistani Muslim women who have experienced education, marriage and childrearing in families with strong patriarchal practices. I examine the nature of male hegemony and patriarchy as experienced by women from culturally conservative Pakistani families. I reveal some of the nuances of gendered power relations, with wives having to side either with menfolk or daughters, and women themselves trying to negotiate a route through conflicting pressures. I conclude that early marriages interrupt education; that transnational marriages can cause marital instability and divorce; and that family pressure and rigidly upheld traditions can lead to difficulties in women's personal lives. I draw (with some care) on concepts from social justice; Bourdieu’s notion of the reproduction of class attitudes; Anthony Giddens’ structuration model which emphasises personal agency, to explore how blocking young women's education damages their career prospects and family incomes. I argue that the process of struggle for change is complex; that agency is mostly gained through negotiation with families that often exhibit unhelpful culturally conservative attitudes; and that resistance is possible but challenging. I suggest that long-term appropriate iii counselling and mentoring within the UK Pakistani community could provide an essential support for these women.

Subjects/Keywords: 371.828; L Education (General); LC Special aspects of education

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APA (6^th Edition):

Tenvir, F. (2015). The educational experiences and life choices of British Pakistani Muslim women : an ethnographic case study. (Doctoral Dissertation). University of Worcester. Retrieved from http://eprints.worc.ac.uk/5091/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698806

Chicago Manual of Style (16^th Edition):

Tenvir, Fozia. “The educational experiences and life choices of British Pakistani Muslim women : an ethnographic case study.” 2015. Doctoral Dissertation, University of Worcester. Accessed March 07, 2021. http://eprints.worc.ac.uk/5091/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698806.

MLA Handbook (7^th Edition):

Tenvir, Fozia. “The educational experiences and life choices of British Pakistani Muslim women : an ethnographic case study.” 2015. Web. 07 Mar 2021.

Vancouver:

Tenvir F. The educational experiences and life choices of British Pakistani Muslim women : an ethnographic case study. [Internet] [Doctoral dissertation]. University of Worcester; 2015. [cited 2021 Mar 07]. Available from: http://eprints.worc.ac.uk/5091/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698806.

Council of Science Editors:

Tenvir F. The educational experiences and life choices of British Pakistani Muslim women : an ethnographic case study. [Doctoral Dissertation]. University of Worcester; 2015. Available from: http://eprints.worc.ac.uk/5091/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698806

University of Glasgow

9. Coles, Christopher Williams. Contrasting experiences of working class and middle class students at a Scottish selective university : looking to Bourdieu for perspective.

Degree: Thesis (EdD), 2020, University of Glasgow

URL: http://theses.gla.ac.uk/76714/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797281

► Despite the massive expansion of UK higher education provision from the 1960's onwards, concern remains about the under-representation of working class students at the selective… (more)

Subjects/Keywords: L Education (General); LB2300 Higher Education; LC Special aspects of education

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

APA (6^th Edition):

Coles, C. W. (2020). Contrasting experiences of working class and middle class students at a Scottish selective university : looking to Bourdieu for perspective. (Doctoral Dissertation). University of Glasgow. Retrieved from http://theses.gla.ac.uk/76714/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797281

Chicago Manual of Style (16^th Edition):

Coles, Christopher Williams. “Contrasting experiences of working class and middle class students at a Scottish selective university : looking to Bourdieu for perspective.” 2020. Doctoral Dissertation, University of Glasgow. Accessed March 07, 2021. http://theses.gla.ac.uk/76714/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797281.

MLA Handbook (7^th Edition):

Coles, Christopher Williams. “Contrasting experiences of working class and middle class students at a Scottish selective university : looking to Bourdieu for perspective.” 2020. Web. 07 Mar 2021.

Vancouver:

Coles CW. Contrasting experiences of working class and middle class students at a Scottish selective university : looking to Bourdieu for perspective. [Internet] [Doctoral dissertation]. University of Glasgow; 2020. [cited 2021 Mar 07]. Available from: http://theses.gla.ac.uk/76714/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797281.

Council of Science Editors:

Coles CW. Contrasting experiences of working class and middle class students at a Scottish selective university : looking to Bourdieu for perspective. [Doctoral Dissertation]. University of Glasgow; 2020. Available from: http://theses.gla.ac.uk/76714/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797281

University of Glasgow

10. Giffen, Alicia Marion. Exploring the educational experiences of children and young people with non-syndromic cleft lip and or palate in the west of Scotland.

Degree: PhD, 2017, University of Glasgow

URL: http://theses.gla.ac.uk/8581/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726738

► Historically, society has developed and presented the concept of ‘disability’ in negative terms. This in turn led to the identification of individuals/groups with some medical… (more)

▼ Historically, society has developed and presented the concept of ‘disability’ in negative terms. This in turn led to the identification of individuals/groups with some medical conditions as ‘different’ from the general population. However, this theory has more recently been challenged by the narrative of inclusion which has contributed to questioning the term ‘difference’ and has replaced it with ‘diversity’. Young people with cleft have previously been identified in society by their ‘difference’ due to speech and appearance issues. Existing literature, largely from medical professionals, suggested that young people with cleft underachieve. Studies to date have been mainly carried out using quantitative methods. These investigations suggested a number of areas of challenge – primarily linguistic, cognitive, self-concept and concerning the expectations of others. In contrast, this research set out to attempt to understand more deeply the reasons for the suggested underachievement using qualitative research methods to explore the social and educational lives of young people with cleft at three different stages in their development. This research found that the narrative of underachievement among the young people with cleft involved in the study did not follow the pattern expected as it emerged from the medical literature. Overall individuality characterised the learning trajectory of the young people with cleft. All young people were making progress in their learning albeit at their own speed and as appropriate, with support. The experiences of learning at clubs/associations was more inclusive than those at school where no support was required and there were different expectations of adults supporting learning in clubs and schools. Labelling was a contentious issue but in individual cases this had negative consequences which were counterbalanced by friendship circles often formed at nursery school. This study highlighted teachers’ lack of knowledge of this medical condition and its potential consequences for educational experiences in individual cases and a lack of interpersonal and inter-agency communication. This study therefore challenges the deeply integrated societal stereotypes of young people with cleft. It highlights the importance of listening to children’s voices and offers suggestions to both educational and medical professionals for improving the experiences of the young people concerned.

Subjects/Keywords: 371.91; L Education (General); LC Special aspects of education

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APA (6^th Edition):

Giffen, A. M. (2017). Exploring the educational experiences of children and young people with non-syndromic cleft lip and or palate in the west of Scotland. (Doctoral Dissertation). University of Glasgow. Retrieved from http://theses.gla.ac.uk/8581/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726738

Chicago Manual of Style (16^th Edition):

Giffen, Alicia Marion. “Exploring the educational experiences of children and young people with non-syndromic cleft lip and or palate in the west of Scotland.” 2017. Doctoral Dissertation, University of Glasgow. Accessed March 07, 2021. http://theses.gla.ac.uk/8581/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726738.

MLA Handbook (7^th Edition):

Giffen, Alicia Marion. “Exploring the educational experiences of children and young people with non-syndromic cleft lip and or palate in the west of Scotland.” 2017. Web. 07 Mar 2021.

Vancouver:

Giffen AM. Exploring the educational experiences of children and young people with non-syndromic cleft lip and or palate in the west of Scotland. [Internet] [Doctoral dissertation]. University of Glasgow; 2017. [cited 2021 Mar 07]. Available from: http://theses.gla.ac.uk/8581/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726738.

Council of Science Editors:

Giffen AM. Exploring the educational experiences of children and young people with non-syndromic cleft lip and or palate in the west of Scotland. [Doctoral Dissertation]. University of Glasgow; 2017. Available from: http://theses.gla.ac.uk/8581/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726738

University of Glasgow

11. Giffen, Alicia Marion. Exploring the educational experiences of children and young people with non-syndromic cleft lip and or palate in the west of Scotland.

Degree: PhD, 2017, University of Glasgow

URL: http://theses.gla.ac.uk/8581/

► Historically, society has developed and presented the concept of ‘disability’ in negative terms. This in turn led to the identification of individuals/groups with some medical… (more)

▼ Historically, society has developed and presented the concept of ‘disability’ in negative terms. This in turn led to the identification of individuals/groups with some medical conditions as ‘different’ from the general population. However, this theory has more recently been challenged by the narrative of inclusion which has contributed to questioning the term ‘difference’ and has replaced it with ‘diversity’. Young people with cleft have previously been identified in society by their ‘difference’ due to speech and appearance issues. Existing literature, largely from medical professionals, suggested that young people with cleft underachieve. Studies to date have been mainly carried out using quantitative methods. These investigations suggested a number of areas of challenge – primarily linguistic, cognitive, self-concept and concerning the expectations of others. In contrast, this research set out to attempt to understand more deeply the reasons for the suggested underachievement using qualitative research methods to explore the social and educational lives of young people with cleft at three different stages in their development. This research found that the narrative of underachievement among the young people with cleft involved in the study did not follow the pattern expected as it emerged from the medical literature. Overall individuality characterised the learning trajectory of the young people with cleft. All young people were making progress in their learning albeit at their own speed and as appropriate, with support. The experiences of learning at clubs/associations was more inclusive than those at school where no support was required and there were different expectations of adults supporting learning in clubs and schools. Labelling was a contentious issue but in individual cases this had negative consequences which were counterbalanced by friendship circles often formed at nursery school. This study highlighted teachers’ lack of knowledge of this medical condition and its potential consequences for educational experiences in individual cases and a lack of interpersonal and inter-agency communication. This study therefore challenges the deeply integrated societal stereotypes of young people with cleft. It highlights the importance of listening to children’s voices and offers suggestions to both educational and medical professionals for improving the experiences of the young people concerned.

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

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

APA (6^th Edition):

Giffen, A. M. (2017). Exploring the educational experiences of children and young people with non-syndromic cleft lip and or palate in the west of Scotland. (Doctoral Dissertation). University of Glasgow. Retrieved from http://theses.gla.ac.uk/8581/

Chicago Manual of Style (16^th Edition):

Giffen, Alicia Marion. “Exploring the educational experiences of children and young people with non-syndromic cleft lip and or palate in the west of Scotland.” 2017. Doctoral Dissertation, University of Glasgow. Accessed March 07, 2021. http://theses.gla.ac.uk/8581/.

MLA Handbook (7^th Edition):

Giffen, Alicia Marion. “Exploring the educational experiences of children and young people with non-syndromic cleft lip and or palate in the west of Scotland.” 2017. Web. 07 Mar 2021.

Vancouver:

Giffen AM. Exploring the educational experiences of children and young people with non-syndromic cleft lip and or palate in the west of Scotland. [Internet] [Doctoral dissertation]. University of Glasgow; 2017. [cited 2021 Mar 07]. Available from: http://theses.gla.ac.uk/8581/.

Council of Science Editors:

Giffen AM. Exploring the educational experiences of children and young people with non-syndromic cleft lip and or palate in the west of Scotland. [Doctoral Dissertation]. University of Glasgow; 2017. Available from: http://theses.gla.ac.uk/8581/

University of Glasgow

12. Coles, Christopher Williams. Contrasting experiences of working class and middle class students at a Scottish selective university: looking to Bourdieu for perspective.

Degree: 2020, University of Glasgow

URL: http://theses.gla.ac.uk/76714/

► Despite the massive expansion of UK higher education provision from the 1960’s onwards, concern remains about the under-representation of working class students at the selective… (more)

Subjects/Keywords: L Education (General); LB2300 Higher Education; LC Special aspects of education

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APA (6^th Edition):

Coles, C. W. (2020). Contrasting experiences of working class and middle class students at a Scottish selective university: looking to Bourdieu for perspective. (Thesis). University of Glasgow. Retrieved from http://theses.gla.ac.uk/76714/

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

Chicago Manual of Style (16^th Edition):

Coles, Christopher Williams. “Contrasting experiences of working class and middle class students at a Scottish selective university: looking to Bourdieu for perspective.” 2020. Thesis, University of Glasgow. Accessed March 07, 2021. http://theses.gla.ac.uk/76714/.

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

MLA Handbook (7^th Edition):

Coles, Christopher Williams. “Contrasting experiences of working class and middle class students at a Scottish selective university: looking to Bourdieu for perspective.” 2020. Web. 07 Mar 2021.

Vancouver:

Coles CW. Contrasting experiences of working class and middle class students at a Scottish selective university: looking to Bourdieu for perspective. [Internet] [Thesis]. University of Glasgow; 2020. [cited 2021 Mar 07]. Available from: http://theses.gla.ac.uk/76714/.

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

Council of Science Editors:

Coles CW. Contrasting experiences of working class and middle class students at a Scottish selective university: looking to Bourdieu for perspective. [Thesis]. University of Glasgow; 2020. Available from: http://theses.gla.ac.uk/76714/

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

13. Richards, Hazel. Special Educational Needs Co-ordinator perceptions of practice and potential : investigating Education and Health Care Plan implementation in Early Years and Primary Education.

Degree: PhD, 2019, University of Worcester

URL: http://eprints.worc.ac.uk/9919/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.817722

► The Special Educational Needs and Disabilities (SEND) Code of Practice (DfE and DoH, 2015) aimed to reform provision for children and young people with additional… (more)

▼ The Special Educational Needs and Disabilities (SEND) Code of Practice (DfE and DoH, 2015) aimed to reform provision for children and young people with additional and complex learning needs. Its intention was to place such children and their families at the centre of practice and introduce Education and Health Care Plans (EHCPs) to bring together support from different disciplines. Special Educational Needs Co-ordinators (SENCos) are the key implementers of the Code of Practice within their settings. This requires them to recognise complex needs, to interface with setting staff, families and expert professionals, and to apply for and implement EHCPs. However, differences in leadership, training and educational phase have created a confusing situation in which knowledge, status and priorities vary. This mixed-methods, close-to-practice research sought to identify, describe and explain key features of the role, implementation and SENCo identity, as perceived and experienced by SENCo practitioners working in either the early years or primary phase of education. A conceptual framework that encompassed micro-level influences (identity theory) and external ecological influences (Bronfenbrenner, 1979, 1982) was utilised to do this. Following a pilot study, eight SENCos working in the early years phase and seven SENCos working in the primary phase from a variety of settings in one local authority area in the Midlands region of England participated in two stages of data collection. Each completed a work-line, a critical event narrative interview, and a repertory grid interview, then ranked a group repertory grid. Descriptive and numerical analysis of the data sets was conducted, with findings and results being integrated to discover the salient external and internal influences on EHCP implementation. This process revealed seven themes, with accompanying sub-themes. Detail about SENCo identity (including their perceptions of collective and professional identity and of positive and negative impacts on their personal identity) emerged, including that the experience and outcomes for individual children were central to SENCo purpose. Key relationships became apparent, as did institutional issues (availability of consistent information and communication and liaison), and organisational issues (setting ethos, impact on SENCo status, teamwork and evidence collation). Knowledge and skills (of processes, developmental norms, SEND and of individual children) were also important, and all of these themes influenced the quality of evidence provided for EHCPs and so outcomes. A model was developed to illustrate these, then recommendations relating to purpose, support resources, communities of learning, and relationships were made. Finally, potential impact and dissemination platforms were detailed.

Subjects/Keywords: L Education (General); LB1501 Primary Education; LC Special aspects of education

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

APA (6^th Edition):

Richards, H. (2019). Special Educational Needs Co-ordinator perceptions of practice and potential : investigating Education and Health Care Plan implementation in Early Years and Primary Education. (Doctoral Dissertation). University of Worcester. Retrieved from http://eprints.worc.ac.uk/9919/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.817722

Chicago Manual of Style (16^th Edition):

Richards, Hazel. “Special Educational Needs Co-ordinator perceptions of practice and potential : investigating Education and Health Care Plan implementation in Early Years and Primary Education.” 2019. Doctoral Dissertation, University of Worcester. Accessed March 07, 2021. http://eprints.worc.ac.uk/9919/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.817722.

MLA Handbook (7^th Edition):

Richards, Hazel. “Special Educational Needs Co-ordinator perceptions of practice and potential : investigating Education and Health Care Plan implementation in Early Years and Primary Education.” 2019. Web. 07 Mar 2021.

Vancouver:

Richards H. Special Educational Needs Co-ordinator perceptions of practice and potential : investigating Education and Health Care Plan implementation in Early Years and Primary Education. [Internet] [Doctoral dissertation]. University of Worcester; 2019. [cited 2021 Mar 07]. Available from: http://eprints.worc.ac.uk/9919/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.817722.

Council of Science Editors:

Richards H. Special Educational Needs Co-ordinator perceptions of practice and potential : investigating Education and Health Care Plan implementation in Early Years and Primary Education. [Doctoral Dissertation]. University of Worcester; 2019. Available from: http://eprints.worc.ac.uk/9919/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.817722

14. Muniandy, K. Exploring the early establishment of employment preparation programmes by harnessing the potential of special needs learners via the special education integrated programme in Malaysia.

Degree: PhD, 2018, Liverpool John Moores University

URL: https://doi.org/10.24377/LJMU.t.00009878 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.762881

► Employment Preparation Programmes (EPPs) are not part of the Special Education Integrated Programme (SEIP) curriculum in Malaysia, and no specific operational guidance is provided to… (more)

▼ Employment Preparation Programmes (EPPs) are not part of the Special Education Integrated Programme (SEIP) curriculum in Malaysia, and no specific operational guidance is provided to schools regarding them. EPPs are, however, currently performed in a non-uniform way in some schools. This study concerns the early establishment of EPPs in the SEIP in Malaysia. Within the context of the study it is important to note that the partnership programme between schools and outside collaborators is not yet fully established in all secondary schools in Malaysia as stipulated in the Malaysian Education Blueprint (2013-2025). This study aims to explore the implementation of EPPs; delineate the hindrances for special educators, teachers and heads of departments; and, identify the areas of improvement needed to establish vocational educational programmes as early as possible to assist special needs learners towards an independent life through employability. In order to achieve these aims a qualitative study using case study design has been carried out. Semi-structured interviews of Special Education Teachers and Department Heads were undertaken as the main method to elicit data from a purposive sample of fifteen EPP participants. Data was also collected about special needs learners' activities and other relevant emerging themes using an observational method in a real-life setting that included two observations in each EPP at each of the five schools, making 20 observation sessions in total. Relevant documents including official documents from Ministry of Education, modules outlines were also collected from the respective schools and subsequently subject to documentary analysis. To enhance the trustworthiness of the findings, data was triangulated and analysed in light of the Malaysian Education Blueprint along with other previous literature. Findings indicated that leadership and management; academic background knowledge and mastering vocational skills; the social and physical environment; and, collaboration and coordination play an important role in harnessing the potential of special needs learners. The contribution to knowledge of this study is the formation of a framework to clarify the issues impeding effective the implementation of Employment Preparation Programme, and the establishment of key priorities within that implementation effort. Overall, it is argued that this study exemplifies how important it is that the implementation of EPP needs to become an integral part of schools as organisations. Key words: Employment Preparation Programmes, Special Education Integrated Programme, Special educators, Special needs learners.

Subjects/Keywords: 371.9; L Education (General); LC Special aspects of education

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APA (6^th Edition):

Muniandy, K. (2018). Exploring the early establishment of employment preparation programmes by harnessing the potential of special needs learners via the special education integrated programme in Malaysia. (Doctoral Dissertation). Liverpool John Moores University. Retrieved from https://doi.org/10.24377/LJMU.t.00009878 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.762881

Chicago Manual of Style (16^th Edition):

Muniandy, K. “Exploring the early establishment of employment preparation programmes by harnessing the potential of special needs learners via the special education integrated programme in Malaysia.” 2018. Doctoral Dissertation, Liverpool John Moores University. Accessed March 07, 2021. https://doi.org/10.24377/LJMU.t.00009878 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.762881.

MLA Handbook (7^th Edition):

Muniandy, K. “Exploring the early establishment of employment preparation programmes by harnessing the potential of special needs learners via the special education integrated programme in Malaysia.” 2018. Web. 07 Mar 2021.

Vancouver:

Muniandy K. Exploring the early establishment of employment preparation programmes by harnessing the potential of special needs learners via the special education integrated programme in Malaysia. [Internet] [Doctoral dissertation]. Liverpool John Moores University; 2018. [cited 2021 Mar 07]. Available from: https://doi.org/10.24377/LJMU.t.00009878 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.762881.

Council of Science Editors:

Muniandy K. Exploring the early establishment of employment preparation programmes by harnessing the potential of special needs learners via the special education integrated programme in Malaysia. [Doctoral Dissertation]. Liverpool John Moores University; 2018. Available from: https://doi.org/10.24377/LJMU.t.00009878 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.762881

University of Birmingham

15. Watanabe, Airi. Perceptions of barriers to suitable education for children with medical needs in England and Japan.

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

URL: http://etheses.bham.ac.uk//id/eprint/4834/

► This study investigates the difficulties of ensuring a suitable education for children with medical needs. The aims are to identify barriers to education and to… (more)

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

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APA (6^th Edition):

Watanabe, A. (2014). Perceptions of barriers to suitable education for children with medical needs in England and Japan. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/4834/

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

Chicago Manual of Style (16^th Edition):

Watanabe, Airi. “Perceptions of barriers to suitable education for children with medical needs in England and Japan.” 2014. Thesis, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/4834/.

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

MLA Handbook (7^th Edition):

Watanabe, Airi. “Perceptions of barriers to suitable education for children with medical needs in England and Japan.” 2014. Web. 07 Mar 2021.

Vancouver:

Watanabe A. Perceptions of barriers to suitable education for children with medical needs in England and Japan. [Internet] [Thesis]. University of Birmingham; 2014. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/4834/.

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

Council of Science Editors:

Watanabe A. Perceptions of barriers to suitable education for children with medical needs in England and Japan. [Thesis]. University of Birmingham; 2014. Available from: http://etheses.bham.ac.uk//id/eprint/4834/

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

University of Birmingham

16. Jarvis, Adrian Paul. School effectiveness and the subject leader's influence space: an exploration of the influence of secondary school subject leaders on the professional practice of the members of their departments.

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

URL: http://etheses.bham.ac.uk//id/eprint/1391/

► This project explores how far subject leaders in British secondary schools are able to promote “leadership for learning” by influencing the professional practice of department… (more)

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

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APA (6^th Edition):

Jarvis, A. P. (2011). School effectiveness and the subject leader's influence space: an exploration of the influence of secondary school subject leaders on the professional practice of the members of their departments. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/1391/

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

Chicago Manual of Style (16^th Edition):

Jarvis, Adrian Paul. “School effectiveness and the subject leader's influence space: an exploration of the influence of secondary school subject leaders on the professional practice of the members of their departments.” 2011. Thesis, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/1391/.

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

MLA Handbook (7^th Edition):

Jarvis, Adrian Paul. “School effectiveness and the subject leader's influence space: an exploration of the influence of secondary school subject leaders on the professional practice of the members of their departments.” 2011. Web. 07 Mar 2021.

Vancouver:

Jarvis AP. School effectiveness and the subject leader's influence space: an exploration of the influence of secondary school subject leaders on the professional practice of the members of their departments. [Internet] [Thesis]. University of Birmingham; 2011. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/1391/.

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

Council of Science Editors:

Jarvis AP. School effectiveness and the subject leader's influence space: an exploration of the influence of secondary school subject leaders on the professional practice of the members of their departments. [Thesis]. University of Birmingham; 2011. Available from: http://etheses.bham.ac.uk//id/eprint/1391/

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

University of Birmingham

17. Clemerson, Sarah Elizabeth. Autistic peoples' perception of and functioning in space: what makes this problematic?.

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

URL: http://etheses.bham.ac.uk//id/eprint/4351/

► This thesis examines autistic people’s spatial perception and functioning and what makes this problematic, as far as possible through their eyes. The aim of the… (more)

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

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APA (6^th Edition):

Clemerson, S. E. (2013). Autistic peoples' perception of and functioning in space: what makes this problematic?. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/4351/

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

Chicago Manual of Style (16^th Edition):

Clemerson, Sarah Elizabeth. “Autistic peoples' perception of and functioning in space: what makes this problematic?.” 2013. Thesis, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/4351/.

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

MLA Handbook (7^th Edition):

Clemerson, Sarah Elizabeth. “Autistic peoples' perception of and functioning in space: what makes this problematic?.” 2013. Web. 07 Mar 2021.

Vancouver:

Clemerson SE. Autistic peoples' perception of and functioning in space: what makes this problematic?. [Internet] [Thesis]. University of Birmingham; 2013. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/4351/.

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

Council of Science Editors:

Clemerson SE. Autistic peoples' perception of and functioning in space: what makes this problematic?. [Thesis]. University of Birmingham; 2013. Available from: http://etheses.bham.ac.uk//id/eprint/4351/

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

University of Birmingham

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

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

URL: http://etheses.bham.ac.uk//id/eprint/4981/

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

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Tansley, Jayne. “What are the experiences of parents of children with autism who attend a residential school? an exploratory study using interpretative phenomenological analysis.” 2014. Thesis, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/4981/.

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

MLA Handbook (7^th Edition):

Tansley, Jayne. “What are the experiences of parents of children with autism who attend a residential school? an exploratory study using interpretative phenomenological analysis.” 2014. Web. 07 Mar 2021.

Vancouver:

Tansley J. What are the experiences of parents of children with autism who attend a residential school? an exploratory study using interpretative phenomenological analysis. [Internet] [Thesis]. University of Birmingham; 2014. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/4981/.

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

Council of Science Editors:

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

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

University of Birmingham

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

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

URL: http://etheses.bham.ac.uk//id/eprint/5128/

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

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Cozens, Julie Ann. “Appreciating the contribution of teaching assistants (TAs): a study of TAs’ descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach.” 2014. Thesis, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/5128/.

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

MLA Handbook (7^th Edition):

Cozens, Julie Ann. “Appreciating the contribution of teaching assistants (TAs): a study of TAs’ descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach.” 2014. Web. 07 Mar 2021.

Vancouver:

Cozens JA. Appreciating the contribution of teaching assistants (TAs): a study of TAs’ descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach. [Internet] [Thesis]. University of Birmingham; 2014. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/5128/.

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

Council of Science Editors:

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

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

University of Southampton

20. Beckett, Jonathan. Manifestations of resilience : an autobiographical analysis of a 'dyslexic'.

Degree: PhD, 2014, University of Southampton

URL: https://eprints.soton.ac.uk/363706/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595594

► This thesis is an autobiographical study that relates my experiences, particularly my educational experiences, of living with dyslexia with the aim of elucidating its impact… (more)

Subjects/Keywords: 370; L Education (General); LC Special aspects of education

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APA (6^th Edition):

Beckett, J. (2014). Manifestations of resilience : an autobiographical analysis of a 'dyslexic'. (Doctoral Dissertation). University of Southampton. Retrieved from https://eprints.soton.ac.uk/363706/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595594

Chicago Manual of Style (16^th Edition):

Beckett, Jonathan. “Manifestations of resilience : an autobiographical analysis of a 'dyslexic'.” 2014. Doctoral Dissertation, University of Southampton. Accessed March 07, 2021. https://eprints.soton.ac.uk/363706/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595594.

MLA Handbook (7^th Edition):

Beckett, Jonathan. “Manifestations of resilience : an autobiographical analysis of a 'dyslexic'.” 2014. Web. 07 Mar 2021.

Vancouver:

Beckett J. Manifestations of resilience : an autobiographical analysis of a 'dyslexic'. [Internet] [Doctoral dissertation]. University of Southampton; 2014. [cited 2021 Mar 07]. Available from: https://eprints.soton.ac.uk/363706/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595594.

Council of Science Editors:

Beckett J. Manifestations of resilience : an autobiographical analysis of a 'dyslexic'. [Doctoral Dissertation]. University of Southampton; 2014. Available from: https://eprints.soton.ac.uk/363706/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595594

University of Birmingham

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

Degree: Thesis (Ed.Psych.D.), 2014, University of Birmingham

URL: http://etheses.bham.ac.uk//id/eprint/4981/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600354

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

Subjects/Keywords: 370; L Education (General); LC Special aspects of education

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APA (6^th Edition):

Tansley, J. (2014). What are the experiences of parents of children with autism who attend a residential school? : an exploratory study using interpretative phenomenological analysis. (Doctoral Dissertation). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/4981/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600354

Chicago Manual of Style (16^th Edition):

Tansley, Jayne. “What are the experiences of parents of children with autism who attend a residential school? : an exploratory study using interpretative phenomenological analysis.” 2014. Doctoral Dissertation, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/4981/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600354.

MLA Handbook (7^th Edition):

Tansley, Jayne. “What are the experiences of parents of children with autism who attend a residential school? : an exploratory study using interpretative phenomenological analysis.” 2014. Web. 07 Mar 2021.

Vancouver:

Tansley J. What are the experiences of parents of children with autism who attend a residential school? : an exploratory study using interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. University of Birmingham; 2014. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/4981/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600354.

Council of Science Editors:

Tansley J. What are the experiences of parents of children with autism who attend a residential school? : an exploratory study using interpretative phenomenological analysis. [Doctoral Dissertation]. University of Birmingham; 2014. Available from: http://etheses.bham.ac.uk//id/eprint/4981/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600354

University of Birmingham

22. Wiredu, Margaret. An investigation into the characteristics of effective school-based consultation.

Degree: PhD, 2013, University of Birmingham

URL: http://etheses.bham.ac.uk//id/eprint/4225/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575573

► This research investigated the implementation of a system of consultation as the method of service delivery for a central Special Educational Needs (SEN) support service… (more)

Subjects/Keywords: 370; L Education (General); LC Special aspects of education

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APA (6^th Edition):

Wiredu, M. (2013). An investigation into the characteristics of effective school-based consultation. (Doctoral Dissertation). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/4225/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575573

Chicago Manual of Style (16^th Edition):

Wiredu, Margaret. “An investigation into the characteristics of effective school-based consultation.” 2013. Doctoral Dissertation, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/4225/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575573.

MLA Handbook (7^th Edition):

Wiredu, Margaret. “An investigation into the characteristics of effective school-based consultation.” 2013. Web. 07 Mar 2021.

Vancouver:

Wiredu M. An investigation into the characteristics of effective school-based consultation. [Internet] [Doctoral dissertation]. University of Birmingham; 2013. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/4225/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575573.

Council of Science Editors:

Wiredu M. An investigation into the characteristics of effective school-based consultation. [Doctoral Dissertation]. University of Birmingham; 2013. Available from: http://etheses.bham.ac.uk//id/eprint/4225/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575573

University of Birmingham

23. Clemerson, Sarah Elizabeth. Autistic peoples' perception of, and functioning in, space : what makes this problematic?.

Degree: PhD, 2013, University of Birmingham

URL: http://etheses.bham.ac.uk//id/eprint/4351/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575625

► This thesis examines autistic people’s spatial perception and functioning and what makes this problematic, as far as possible through their eyes. The aim of the… (more)

Subjects/Keywords: 370; L Education (General); LC Special aspects of education

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APA (6^th Edition):

Clemerson, S. E. (2013). Autistic peoples' perception of, and functioning in, space : what makes this problematic?. (Doctoral Dissertation). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/4351/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575625

Chicago Manual of Style (16^th Edition):

Clemerson, Sarah Elizabeth. “Autistic peoples' perception of, and functioning in, space : what makes this problematic?.” 2013. Doctoral Dissertation, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/4351/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575625.

MLA Handbook (7^th Edition):

Clemerson, Sarah Elizabeth. “Autistic peoples' perception of, and functioning in, space : what makes this problematic?.” 2013. Web. 07 Mar 2021.

Vancouver:

Clemerson SE. Autistic peoples' perception of, and functioning in, space : what makes this problematic?. [Internet] [Doctoral dissertation]. University of Birmingham; 2013. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/4351/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575625.

Council of Science Editors:

Clemerson SE. Autistic peoples' perception of, and functioning in, space : what makes this problematic?. [Doctoral Dissertation]. University of Birmingham; 2013. Available from: http://etheses.bham.ac.uk//id/eprint/4351/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575625

24. Pope, C. "It's about the whole sort of picture" : complexity, conformity and confusion in student teachers' understanding of learning to read.

Degree: Thesis (EdD), 2017, Canterbury Christ Church University

URL: https://repository.canterbury.ac.uk/item/88z0x/-it-s-about-the-whole-sort-of-picture-complexity-conformity-and-confusion-in-student-teachers-understanding-of-learning-to-read ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774861

► How we learn to read has been much debated, nationally and internationally. The aim of this study was to explore primary student teachers' understanding of… (more)

Subjects/Keywords: 370; L Education (General); LC Special aspects of education

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APA (6^th Edition):

Pope, C. (2017). "It's about the whole sort of picture" : complexity, conformity and confusion in student teachers' understanding of learning to read. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from https://repository.canterbury.ac.uk/item/88z0x/-it-s-about-the-whole-sort-of-picture-complexity-conformity-and-confusion-in-student-teachers-understanding-of-learning-to-read ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774861

Chicago Manual of Style (16^th Edition):

Pope, C. “"It's about the whole sort of picture" : complexity, conformity and confusion in student teachers' understanding of learning to read.” 2017. Doctoral Dissertation, Canterbury Christ Church University. Accessed March 07, 2021. https://repository.canterbury.ac.uk/item/88z0x/-it-s-about-the-whole-sort-of-picture-complexity-conformity-and-confusion-in-student-teachers-understanding-of-learning-to-read ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774861.

MLA Handbook (7^th Edition):

Pope, C. “"It's about the whole sort of picture" : complexity, conformity and confusion in student teachers' understanding of learning to read.” 2017. Web. 07 Mar 2021.

Vancouver:

Pope C. "It's about the whole sort of picture" : complexity, conformity and confusion in student teachers' understanding of learning to read. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2017. [cited 2021 Mar 07]. Available from: https://repository.canterbury.ac.uk/item/88z0x/-it-s-about-the-whole-sort-of-picture-complexity-conformity-and-confusion-in-student-teachers-understanding-of-learning-to-read ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774861.

Council of Science Editors:

Pope C. "It's about the whole sort of picture" : complexity, conformity and confusion in student teachers' understanding of learning to read. [Doctoral Dissertation]. Canterbury Christ Church University; 2017. Available from: https://repository.canterbury.ac.uk/item/88z0x/-it-s-about-the-whole-sort-of-picture-complexity-conformity-and-confusion-in-student-teachers-understanding-of-learning-to-read ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774861

University of Birmingham

25. Thomas, Heather Claire. An investigation of the perspectives of ex-pupils of a special school for pupils with moderate learning difficulties on their schooling.

Degree: Thesis (EdD), 2011, University of Birmingham

URL: http://etheses.bham.ac.uk//id/eprint/2973/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541491

► A phenomenological approach was used to elicit the perspectives of twenty ex-pupils of a special school for pupils with moderate learning difficulties on their education.… (more)

Subjects/Keywords: 371.9; L Education (General); LC Special aspects of education

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

APA (6^th Edition):

Thomas, H. C. (2011). An investigation of the perspectives of ex-pupils of a special school for pupils with moderate learning difficulties on their schooling. (Doctoral Dissertation). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/2973/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541491

Chicago Manual of Style (16^th Edition):

Thomas, Heather Claire. “An investigation of the perspectives of ex-pupils of a special school for pupils with moderate learning difficulties on their schooling.” 2011. Doctoral Dissertation, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/2973/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541491.

MLA Handbook (7^th Edition):

Thomas, Heather Claire. “An investigation of the perspectives of ex-pupils of a special school for pupils with moderate learning difficulties on their schooling.” 2011. Web. 07 Mar 2021.

Vancouver:

Thomas HC. An investigation of the perspectives of ex-pupils of a special school for pupils with moderate learning difficulties on their schooling. [Internet] [Doctoral dissertation]. University of Birmingham; 2011. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/2973/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541491.

Council of Science Editors:

Thomas HC. An investigation of the perspectives of ex-pupils of a special school for pupils with moderate learning difficulties on their schooling. [Doctoral Dissertation]. University of Birmingham; 2011. Available from: http://etheses.bham.ac.uk//id/eprint/2973/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541491

University of Birmingham

26. Whitehouse, Esther Sarah Simone. To what extent does the pedagogical approach of the 2007 Birmingham Agreed Syllabus for Religious Education facilitate the engagement of pupils of all faiths and none to learn both from and about religious traditions? : an exploration of teachers' views.

Degree: PhD, 2019, University of Birmingham

URL: http://etheses.bham.ac.uk//id/eprint/9298/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782423

► This thesis explores the extent to which the pedagogical approach of the Birmingham Agreed Syllabus facilitates the engagement of pupils. Local control of Religious Education… (more)

Subjects/Keywords: 370; BL Religion; L Education (General); LC Special aspects of education

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APA (6^th Edition):

Whitehouse, E. S. S. (2019). To what extent does the pedagogical approach of the 2007 Birmingham Agreed Syllabus for Religious Education facilitate the engagement of pupils of all faiths and none to learn both from and about religious traditions? : an exploration of teachers' views. (Doctoral Dissertation). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/9298/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782423

Chicago Manual of Style (16^th Edition):

Whitehouse, Esther Sarah Simone. “To what extent does the pedagogical approach of the 2007 Birmingham Agreed Syllabus for Religious Education facilitate the engagement of pupils of all faiths and none to learn both from and about religious traditions? : an exploration of teachers' views.” 2019. Doctoral Dissertation, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/9298/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782423.

MLA Handbook (7^th Edition):

Whitehouse, Esther Sarah Simone. “To what extent does the pedagogical approach of the 2007 Birmingham Agreed Syllabus for Religious Education facilitate the engagement of pupils of all faiths and none to learn both from and about religious traditions? : an exploration of teachers' views.” 2019. Web. 07 Mar 2021.

Vancouver:

Whitehouse ESS. To what extent does the pedagogical approach of the 2007 Birmingham Agreed Syllabus for Religious Education facilitate the engagement of pupils of all faiths and none to learn both from and about religious traditions? : an exploration of teachers' views. [Internet] [Doctoral dissertation]. University of Birmingham; 2019. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/9298/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782423.

Council of Science Editors:

Whitehouse ESS. To what extent does the pedagogical approach of the 2007 Birmingham Agreed Syllabus for Religious Education facilitate the engagement of pupils of all faiths and none to learn both from and about religious traditions? : an exploration of teachers' views. [Doctoral Dissertation]. University of Birmingham; 2019. Available from: http://etheses.bham.ac.uk//id/eprint/9298/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782423

University of Birmingham

27. Park, Deborah Louise. Presence, participation and progress : an investigation into changes in attendance, attitudes to learning and achievement following the introduction of an alternative curriculum in a school for pupils with behavioural, emotional and social difficulties.

Degree: Thesis (EdD), 2014, University of Birmingham

URL: http://etheses.bham.ac.uk//id/eprint/5055/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607216

► This research considers the impact of the implementation of an alternative curriculum in a school for pupils with Behavioural, Emotional and Social Difficulties, who were,… (more)

Subjects/Keywords: 370; L Education (General); LC Special aspects of education

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Park, D. L. (2014). Presence, participation and progress : an investigation into changes in attendance, attitudes to learning and achievement following the introduction of an alternative curriculum in a school for pupils with behavioural, emotional and social difficulties. (Doctoral Dissertation). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/5055/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607216

Chicago Manual of Style (16^th Edition):

Park, Deborah Louise. “Presence, participation and progress : an investigation into changes in attendance, attitudes to learning and achievement following the introduction of an alternative curriculum in a school for pupils with behavioural, emotional and social difficulties.” 2014. Doctoral Dissertation, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/5055/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607216.

MLA Handbook (7^th Edition):

Park, Deborah Louise. “Presence, participation and progress : an investigation into changes in attendance, attitudes to learning and achievement following the introduction of an alternative curriculum in a school for pupils with behavioural, emotional and social difficulties.” 2014. Web. 07 Mar 2021.

Vancouver:

Park DL. Presence, participation and progress : an investigation into changes in attendance, attitudes to learning and achievement following the introduction of an alternative curriculum in a school for pupils with behavioural, emotional and social difficulties. [Internet] [Doctoral dissertation]. University of Birmingham; 2014. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/5055/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607216.

Council of Science Editors:

Park DL. Presence, participation and progress : an investigation into changes in attendance, attitudes to learning and achievement following the introduction of an alternative curriculum in a school for pupils with behavioural, emotional and social difficulties. [Doctoral Dissertation]. University of Birmingham; 2014. Available from: http://etheses.bham.ac.uk//id/eprint/5055/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607216

University of Birmingham

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

Degree: Thesis (D.Ed.Psych.), 2014, University of Birmingham

URL: http://etheses.bham.ac.uk//id/eprint/5128/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607266

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

Subjects/Keywords: 370; L Education (General); LC Special aspects of education

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

APA (6^th Edition):

Cozens, J. A. (2014). Appreciating the contribution of teaching assistants (TAs) : a study of TAs' descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach. (Doctoral Dissertation). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/5128/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607266

Chicago Manual of Style (16^th Edition):

Cozens, Julie Ann. “Appreciating the contribution of teaching assistants (TAs) : a study of TAs' descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach.” 2014. Doctoral Dissertation, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/5128/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607266.

MLA Handbook (7^th Edition):

Cozens, Julie Ann. “Appreciating the contribution of teaching assistants (TAs) : a study of TAs' descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach.” 2014. Web. 07 Mar 2021.

Vancouver:

Cozens JA. Appreciating the contribution of teaching assistants (TAs) : a study of TAs' descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach. [Internet] [Doctoral dissertation]. University of Birmingham; 2014. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/5128/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607266.

Council of Science Editors:

Cozens JA. Appreciating the contribution of teaching assistants (TAs) : a study of TAs' descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach. [Doctoral Dissertation]. University of Birmingham; 2014. Available from: http://etheses.bham.ac.uk//id/eprint/5128/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607266

University of Birmingham

29. Watanabe, Airi. Perceptions of barriers to suitable education for children with medical needs in England and Japan.

Degree: PhD, 2014, University of Birmingham

URL: http://etheses.bham.ac.uk//id/eprint/4834/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589733

► This study investigates the difficulties of ensuring a suitable education for children with medical needs. The aims are to identify barriers to education and to… (more)

Subjects/Keywords: 370; L Education (General); LC Special aspects of education

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APA (6^th Edition):

Watanabe, A. (2014). Perceptions of barriers to suitable education for children with medical needs in England and Japan. (Doctoral Dissertation). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/4834/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589733

Chicago Manual of Style (16^th Edition):

Watanabe, Airi. “Perceptions of barriers to suitable education for children with medical needs in England and Japan.” 2014. Doctoral Dissertation, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/4834/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589733.

MLA Handbook (7^th Edition):

Watanabe, Airi. “Perceptions of barriers to suitable education for children with medical needs in England and Japan.” 2014. Web. 07 Mar 2021.

Vancouver:

Watanabe A. Perceptions of barriers to suitable education for children with medical needs in England and Japan. [Internet] [Doctoral dissertation]. University of Birmingham; 2014. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/4834/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589733.

Council of Science Editors:

Watanabe A. Perceptions of barriers to suitable education for children with medical needs in England and Japan. [Doctoral Dissertation]. University of Birmingham; 2014. Available from: http://etheses.bham.ac.uk//id/eprint/4834/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589733

University of Birmingham

30. Jarvis, Adrian Paul. School effectiveness and the subject leader's influence space : an exploration of the influence of secondary school subject leaders on the professional practice of the members of their departments.

Degree: PhD, 2011, University of Birmingham

URL: http://etheses.bham.ac.uk//id/eprint/1391/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529159

► This project explores how far subject leaders in British secondary schools are able to promote “leadership for learning” by influencing the professional practice of department… (more)

Subjects/Keywords: 371.2; LC Special aspects of education; BF Psychology; L Education (General)

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APA (6^th Edition):

Jarvis, A. P. (2011). School effectiveness and the subject leader's influence space : an exploration of the influence of secondary school subject leaders on the professional practice of the members of their departments. (Doctoral Dissertation). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/1391/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529159

Chicago Manual of Style (16^th Edition):

Jarvis, Adrian Paul. “School effectiveness and the subject leader's influence space : an exploration of the influence of secondary school subject leaders on the professional practice of the members of their departments.” 2011. Doctoral Dissertation, University of Birmingham. Accessed March 07, 2021. http://etheses.bham.ac.uk//id/eprint/1391/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529159.

MLA Handbook (7^th Edition):

Jarvis, Adrian Paul. “School effectiveness and the subject leader's influence space : an exploration of the influence of secondary school subject leaders on the professional practice of the members of their departments.” 2011. Web. 07 Mar 2021.

Vancouver:

Jarvis AP. School effectiveness and the subject leader's influence space : an exploration of the influence of secondary school subject leaders on the professional practice of the members of their departments. [Internet] [Doctoral dissertation]. University of Birmingham; 2011. [cited 2021 Mar 07]. Available from: http://etheses.bham.ac.uk//id/eprint/1391/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529159.

Council of Science Editors:

Jarvis AP. School effectiveness and the subject leader's influence space : an exploration of the influence of secondary school subject leaders on the professional practice of the members of their departments. [Doctoral Dissertation]. University of Birmingham; 2011. Available from: http://etheses.bham.ac.uk//id/eprint/1391/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529159

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