Items where Division is "Education" and Year is 2023
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Austen, Liz and JONES-DEVITT, Stella (2023) Evaluation for All? Open Scholarship of Teaching and Learning, 2 (2). ISSN 2752-4116
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BALL, Tara, BRAMMER, Heather and TAYLER, Amanda (2023) Competency 2: Promote Holistic Child Development. In: A Practical Guide to Early Childhood Studies Graduate Practitioner Competencies. Learning Matters. ISBN 978-1529618716 (In Press)
BROWN-CORNWALL, Francesca (2023) Planning and Organising for Learning and Positive Behaviour. In: The Early Years Handbook for Students and Practitioners: An Essential Guide for the Foundation Degree and Levels 4 and 5. Routledge. ISBN 9780367724498 (In Press)
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Hennoun, Hanane (2023) An Exploration of Algerian ESAP Teachers’ Practices and Students’ Voices in Relation to Curriculum Design and Needs Analysis. Doctoral thesis, Staffordshire University.
Hetherington, Janet E and FORRESTER, Gillian (2023) Brand Advantage, Risk Mitigation, and the Illusion of Democracy: Approaches to School Governance. Educational Management Administration & Leadership. ISSN 1741-1440
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Isskandarani, Layal (2023) Factors Affecting The Responsiveness Of Lebanese Private Universities To Internationalisation. Doctoral thesis, Staffordshire University.
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Matthews, Adam (2023) “Now I know he's let me in…"Teaching Assistants’ Experiences of supporting Looked After Children: An Interpretative Phenomenological Analysis. Doctoral thesis, Staffordshire University.
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NAEMI, Roozbeh, Balasubramanian, Gayathri, Darvel, Tracey and CHOCKALINGAM, Nachiappan (2023) Predicting diabetic foot ulceration using routinely collected data in a foot clinic. What level of prognostic accuracy can be achieved? Diabetes/Metabolism Research and Reviews. ISSN 1520-7552
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Tennant, Kathryn (2023) Holistic Recognition: The Path To Satisfaction An Interpretive Descriptive Study Of Student Nurses’ Experiences Of The Clinical Learning Environment. Doctoral thesis, Staffordshire University.
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Wright, Phliip (2023) Teachers’ perspectives on how collaborative engagement with pedagogic principles to challenge fixed-ability grouping allowed them to re-consider and reframe their practice in English primary schools. Doctoral thesis, Staffordshire University.
