Rachael Paige

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My Latest As Author

1. Adams, K., Thomas, D. and Paige, Rachael ORCID: https://orcid.org/0000-0001-7286-4623 (2025) Beyond belief: Advancing death education through children’s experiences of non-corporeal continuation. Death Studies. pp. 1-15. ISSN 0748-1187
2. Hodgkins, Angela ORCID: https://orcid.org/0000-0003-2464-7848, Gossman, Peter, Paige, Rachael ORCID: https://orcid.org/0000-0001-7286-4623 and Woolley, Richard ORCID: https://orcid.org/0000-0002-8724-6331 (2023) ‘We cry together every day’ - expressing emotion in early childhood empathy research’. Early Years: An International Research Journal. pp. 1-15. ISSN Print: 0957-5146 Online: 1472-4421
3. Howard, Colin ORCID: https://orcid.org/0000-0003-4791-5542 and Paige, Rachael ORCID: https://orcid.org/0000-0001-7286-4623 (2022) Essential Guides for Early Career Teachers: Professional Behaviours. Essential Guides for Early Career Teachers . Critical Publishing, St Albans. ISBN 9781915080165
4. Paige, Rachael ORCID: https://orcid.org/0000-0001-7286-4623 (2020) Creating a Positive Culture within Primary Schools: Whole School Initiatives to Foster Effective Social Learning Relationships. In: Social and Learning Relationships in Primary Schools. Bloomsbury Academic, London, pp. 73-92. ISBN 9781350096066
5. Paige, Rachael ORCID: https://orcid.org/0000-0001-7286-4623 (2019) Describing Elusive Educational Practice: What is Teacher Presence and what characteristics do teacher practitioners in English primary schools describe? PhD thesis, University of Leicester.

My Most Viewed As Author

#	Item title
1.	Creating a Positive Culture within Primary Schools: Whole School Initiatives to Foster Effective Social Learning Relationships	229	2
2.	‘We cry together every day’ - expressing emotion in early childhood empathy research’	183	138
3.	Describing Elusive Educational Practice: What is Teacher Presence and what characteristics do teacher practitioners in English primary schools describe?	159
4.	Essential Guides for Early Career Teachers: Professional Behaviours	129
5.	Beyond belief: Advancing death education through children’s experiences of non-corporeal continuation	59	27