Items where Division is "Education" and Year is 2023

Austen, Liz and JONES-DEVITT, Stella (2023) Evaluation for All? Open Scholarship of Teaching and Learning, 2 (2). ISSN 2752-4116

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)

Fisher, Kimberley (2023) Well-being in UK Clinical Psychology Doctoral Trainees: A Grounded Theory of Professional Experiences and Well-Being Meaning-making. 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

Isskandarani, Layal (2023) Factors Affecting The Responsiveness Of Lebanese Private Universities To Internationalisation. Doctoral thesis, Staffordshire University.

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.

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

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.

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.