Items where Division is "Education" and Year is 2019

B

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.

E

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

F

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

H

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

K

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

M

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

R

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.

W

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