Items where Division is "Education" and Year is 2019

Bush, M and FORRESTER, Gillian (2019) Women’s leadership development and preparation for leadership in the girls’ secondary independent sector in England. In: Leading in Change: Implications of School Diversification Pathways for School Leadership Preparation in England and the United States. Information Age Publishing (IAP), Charlotte, North Carolina.

EGGINS, Heather (2019) No Deal Brexit Adds to UK Higher Education Uncertainties [Blog]. Inside Higher Ed.

FLEET, Doreen (2019) Transformation hidden in the sand; developing a theoretical framework using a sand-tray intervention with adult clients. Doctoral thesis, Staffordshire University.

FORRESTER, Gillian, HUDSON-GILL, Ruth and PUGH, Jim (2019) “Understanding the World”: a pilot study of effective practice and provision in early years settings. In: International Insights: Equality in Education. Waxman Publishing Co, Münster, pp. 85-98. ISBN 978-3-8309-4022-7

HALL, Fiona (2019) An Investigation into the Work of Teaching Assistants in Four English Primary Schools: Investigating Policy and Practice. Doctoral thesis, Staffordshire University.

Kinsella, Claire A, Putwain, Dave W and Kaye, Linda K (2019) “You heard me swear but you never heard me!” Negotiating agency in the Pupil Referral Unit Classroom. Mind, Culture, and Activity, 26 (1). ISSN 1074-9039

Misra, Sarah (2019) The Plastic Ceiling Project: Using Arts Based Research to Explore the Pain of Mothers that Work and Study. International Journal of Art & Design Education. ISSN 1476-8070

Rainford, Jon (2019) Confidence and the effectiveness of creative methods in qualitative interviews with adults. International Journal of Social Research Methodology. ISSN 1364-5579

Rainford, Jon (2019) EQUAL PRACTICES? A COMPARATIVE STUDY OF WIDENING PARTICIPATION PRACTICES IN PRE AND POST-92 HIGHER EDUCATION INSTITUTIONS. Doctoral thesis, Staffordshire University.

WALMSLEY-SMITH, Helen, MACHIN, Lynn and WALTON, Geoff (2019) The E-Design Assessment Tool: an evidence-informed approach towards a consistent terminology for quantifying online distance learning activities. Research in Learning Technology, 27. ISSN 2156-7077