Items where Division is "Education" and Year is 2023

A

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

B

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)

F

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.

H

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

I

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

M

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.

N

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

T

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.

W

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.