Number of items at this level: 43.
Young Children's Representations of Emotions and Attachment in their Spontaneous Patterns of Behaviour: An Exploration of a Researcher's Understanding.
PhD thesis, Coventry University; Collaborating Establishment: Pen Green Centre for Under-Fives and Their Families, Corby, Northants.
CLEAR D: Evaluation of a Primary School (KS2) Drugs Education Programme.
Westminster College, Oxford.
Exploring Well-being in Schools: a Guide to Making Children’s Lives More fulfilling by John White, 2011, Abingdon and New York: Routledge (Book Review).
Journal of Beliefs and Values, 33 (1).
Gender, HIV/AIDS and The Status of Teachers, Report of the Third Commonwealth Teachers’ Research Symposium, Mozambique, 2008. (Book Review).
Review of Therapeutic Education: Working Alongside Troubled and Troublesome Children (Book Review).
Bigger, Stephen and Bigger, J.
Motivating and Empowering Adults Returning to Study.
In: Further Education Research Association, 24 January 2002, London.
Postgraduate Perspectives on E-feedback.
Worcester Journal of Learning and Teaching, 10.
Bracken, Seán and Daly, N. and Duke, R. and O'Rourke, D. and Pérez Piñán, A.
Volunteering Charter: For Volunteer Pre-service and Practicing Teachers Who Wish to Work in an Educational Context in Countries of the Global South.
Dublin: DICE Project.
Development and Intercultural Education, Dublin.
Developing a Learning Environment Which Supports Children With Profound Autistic Spectrum Disorder to Engage as
PhD thesis, Coventry University in collaboration with the University of Worcester.
Campbell, R.J. and Eyre, D. and Hewston, Ruth and Muijs, R.D. and Neelands, J.G.A. and Robinson, W.
The Social Origins of Students Identified as Gifted and Talented in England: A Geo-Demographic Analysis’.
Gifted and Talented Education.
Major Themes in Education
Campbell, R.J. and Muijs, R.D. and Neelands, J.G.A. and Robinson, W. and Eyre, E. and Hewston, Ruth
The Social Origins of Students Identified as Gifted and Talented in England: A Geo-Demographic Analysis.
Oxford Review of Education, 33 (1).
ISSN Print: 0305-4985 Online:1465-3915
Campbell, R.J. and Robinson, W. and Neelands, J. and Hewston, Ruth and Mazzoli, L.
Personalised Learning: Ambiguities in Theory and Practice.
British Journal of Educational Studies, 55 (2).
ISSN Print: 0007-1005 Online: 1467-8527
Cullen, J. and Dart, Gareth
Open Pathways to Literate Worlds –The TESSA (Teacher Education Sub Saharan Africa) Experience.
In: World Literacy Summit 2014, Oxford, 14th - 16th April 2014.
Feedback From Student Teachers at Molepolole College of Education on Issues Related to HIV / AIDS Education at CJJS’s and Molepolole College of Education, Including the Use of the Talkback Programme.
Dart, Gareth and Didimalang, C. and Pilime, S.
An Evaluation of Special Units for Children with Mental Retardation at Botswana Primary Schools.
Botswana Educational Research Association, Gaborone Botswana.
Dart, Gareth and Lund, P.
Teachers' Toolkit for Supporting Students with Albinism in African Classrooms.
Albinism in Malawi and Zambia (AIMZ).
de Haan, Donna and Faull, Andrea and Kohe, Geoff
Celebrating the Social in Soccer: Spectators’ Experiences of the Forgotten (Blind) Football World Cup.
Soccer & Society, 15 (4).
ISSN On-line: 1743-9590 Print: 1466-0970
Special Needs/Special Places.
Reading and Reader Development: The Pleasure of Reading.
Facet Publishing, London, pp. 143-170.
The Gifted and Talented Child: An Holistic View.
In: Northamptonshire Annual Head Teachers Residential Conference, 6-7 March, Northampton.
Teachers as Theorists.
International Journal of Learning and Change, 4 (3).
ISSN 1740-2875 (Print) 1740-2883 (Online)
Using Critical Pedagogies From Adult Education to
Inspire and Challenge Higher Education Students.
Learning and Teaching : The International Journal of Higher Education in the Social Sciences (LATISS), 2 (1).
Kadi-Hanifi, Karima and Keenan, J.
Finding the ‘A-ha’ Moment: an Exploration into HE
in FE Teacher Self-Concept.
Research in Post-Compulsory Education, 21 (1-2).
ISSN Print: 359-6748, Online: 1747-5112)
Kington, Alison and Gates, P. and Sammons, P.
Development of Social Relationships, Interactions and Behaviours in Early Education Settings.
Journal of Early Childhood Research, 11 (3).
An Analysis of the Feasibility of Transferring the English Early Excellence Centres (EEC) Programme to Early Childhood Settings in Greece.
PhD thesis, Coventry University in collaboration with University College Worcester.
Kuzma, Joanne and Kenney, S. and Philippe, T.
Creating An Information Technology Security Program for Educators.
International Journal of Business Research, 10 (1).
Educating Children and Young People with Fetal Alcohol Spectrum Disorders: Constructing Personalised Pathways to Learning by Blackburn,C., Carpenter,B., Egerton,J.- (Book review).
European Journal of Special Needs Education, 28 (4).
ISSN 0885-6257 ESSN: 1469-591X
Experienced Teaching Assistants' Perceptions of Their Work in the Inclusion of Pupils With Special Educational Needs in English Mainstream Secondary Schools.
Other thesis, University of Birmingham.
"SEN's Completely Different Now": Critical Discourse Analysis of Three "Codes of Practice for Special Educational Needs".
Educational Review, 69 (1).
ISSN Print: 0013-1911 Online: 1465-3397
Reflections – Supporting Children With Chronic Medical Conditions in the Early Years Foundation Stage: a Case for Discrimination?
In: TACTYC Annual Conference, 1st November 2014, International Conference Centre, Birmingham.
Newlands, F. and Shrewsbury, Duncan and Robson, J.
Foundation Doctors and Dyslexia: a Qualitative Study
of Their Experiences and Coping Strategies.
Postgraduate Medical Journal, 91 (1073).
ISSN Print 0032-5473 Online 1469-0756
Towards an Inclusive Higher Education System in the UK? First Degree Results of Students With and Without Disabilities.
In: BPS Education Section Annual Conference, 7th November 2003.
The Role of Drama in Enhancing Life Skills in Children with Specific Learning Difficulties in a Mumbai School: My Reflective Account.
PhD thesis, Coventry University in collaboration with University of Worcester.
A Personal Reflection Based on My Experience in the Institute of Humanities and Creative Arts.
Worcester Journal of Learning and Teaching, 9.
Companionable Learning: The Development Of Resilient Wellbeing From Birth To Three.
PhD thesis, University of Worcester in association with Coventry University.
Rooney, Joy and Unwin, Peter and Osborne, Nina Dawn
Gaining by Giving? Peer Research into Service User and Carer Perceptions of Inclusivity in Higher Education.
Social Work Education, 35 (8).
ISSN Print: 0261-5479 Online: 1470-1227
The Responsibility of the Practice-based Researcher.
A Critical Companion to Early Childhood.
Sage, London, pp. 307-316.
ISBN Hardback: 9781446259269 Paperback: 9781446259276
Solvason, Carla and Kohlman, H. and Snowden, M. and Morris, C.
A Whole School Approach to Language Development in the Early Years: Professional Development in Action.
New Zealand Research in Early Childhood Education, 19.
The Educational Experiences and Life Choices of British Pakistani Muslim Women: An Ethnographic Case Study.
PhD thesis, University of Worcester.
Upton, Penney and Eiser, C.
School Experiences after Treatment for a Brain Tumour.
Child: Care, Health and Development, 32 (1).
Looking For Trouble: Can Educators Facilitate Learners' Social Development During Conflicts Between Peers? Making Use of Teachable Moments in an Early Years Setting.
Masters thesis, University of Sheffield.
Looking for Trouble.
Every Child Journal, 4 (2).
Attention Deficit Hyperactivity Disorder (ADHD): identification, assessment, contextual and curricular variability in boys at KS1 and KS2 in mainstream schools.
PhD thesis, University of Worcester in association with Coventry University.
Thinking skills special needs; ADHD and communication difficlties.