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AlFahal, Soha (2022) Examining distributed leadership in Saudi Arabia, through the lens of sociocultural theory: case studies of public and private girls’ primary schools in Jeddah and AlMadinah. PhD thesis, University of Nottingham.

Alotaibi, Khalid (2023) A study of the use of technology in teaching students with executive function difficulties (EFD) in the Kingdom of Saudi Arabia: Teachers’ and parents’ perspectives. PhD thesis, University of Nottingham.

Aslantas, Sercan (2023) The Role of Teacher Identity on Using Formative Assessment to Support the Learning of Students with ASC in Mainstream Classes. PhD thesis, University of Nottingham.

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Bao, Wenwen (2017) Using technology based student led discussions to promote constructive learning in Chinese primary schools. PhD thesis, University of Nottingham.

Blunsdon, P.A. (2002) Perspectives on the impact of the OFSTED system of school inspection on primary schools: a case study approach. EdD thesis, University of Nottingham.

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Crawford, Andrea (2022) Journaling to research the potentiality and acceptability of bringing a mindfulness-based intervention into a junior school to support pupil wellbeing. PhD thesis, University of Nottingham.

Critchley, Anna (2014) Investigating the impact of Precision Teaching on aspects of motivation towards literacy learning for male pupils in Year 5 and Year 6. DAppEdPsy thesis, University of Nottingham.

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Dwyer, Bernadette (2010) Scaffolding internet reading: a study of a disadvantaged school community in Ireland. PhD thesis, University of Nottingham.

E

Evetts, Julia (1990) Sociological aspects of women in primary teaching: career contexts and strategies. PhD thesis, University of Nottingham.

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Firat, Kubra (2021) Literacy Pedagogies of a Reception Class in England: An Ethnographic Case Study. PhD thesis, University of Nottingham.

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Gilliam, Maddy (2024) ‘The something else was really valuable’: how a gallery education programme worked with primary schools during the pandemic. PhD thesis, University of Nottingham.

Grabowski, Karol Franciszek-Maria (2022) “It’s all about making choices”: Paradigms of moral practice in a Catholic Primary School. EdD thesis, University of Nottingham.

Gregory, Anna (2023) From Functioning to Flourishing: How Does Drama-Led Peace Education Help People Know, Experience And Transform Conflict? A Participatory Action-Research Project in a single school. PhD thesis, University of Nottingham.

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Hadaway, Sophie (2024) How do creative practitioners use talk to create an environment for learning? MPhil thesis, University of Nottingham.

Halls, Jonathan Grant (2018) Children’s use of teleological explanations about the natural world. PhD thesis, University of Nottingham.

Hearn, Helen (2016) An investigation of bullying of and with primary school girls: a pupil research project. PhD thesis, University of Nottingham.

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Kaphesi, Elias S. (2002) The use of language in mathematics teaching in primary schools in Malawi: bringing language to the surface as an explicit feature in the teaching of mathematics. PhD thesis, University of Nottingham.

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Lehner-Mear, Rachel (2023) Making Sense of Primary School Homework: A feminist study of mothers' constructions of homework support. PhD thesis, University of Nottingham.

Lynch, Emma (2019) An evaluation of Lego-based Therapy and its impact on anxiety experienced by primary school-aged children with social communication difficulties. DAppEdPsy thesis, University of Nottingham.

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Milne, Stephen (2008) Fiction, children's voices and the moral imagination: a case study. PhD thesis, University of Nottingham.

Mohamed, Sara A.M. (2017) Improving building fabric for energy efficiency in hot climates by applying passive cooling strategies: a case study for school buildings: towards environmental school buildings in hot, arid region. MPhil thesis, University of Nottingham.

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Outhwaite, Laura A. (2019) The use of interactive maths apps to support early mathematical development in UK and Brazilian primary school children. PhD thesis, University of Nottingham.

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Plust, Urszula (2023) Incongruity between pedagogy of authenticity and contemporary educational apparatus: person-centred phenomenological studies. PhD thesis, University of Nottingham.

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Raspin, Sarah (2019) An investigation of teachers' and teaching assistants' causal attributions for challenging behaviour in primary school settings. DAppEdPsy thesis, University of Nottingham.

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Sall, Wendy (2022) An exploration of barriers and enablers in critical reading. PhD thesis, University of Nottingham.

Speed, Ruby Alice (2023) A culture of inclusion? Special Education in Britain and Cuba. MRes thesis, University of Nottingham.

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Tse, Shek Kam (1993) The composing process of Hong Kong children in primary schools. PhD thesis, University of Nottingham.

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Wan, Wai Po Eunice (2020) Perceptions of leadership and curriculum change in Hong Kong primary schools. EdD thesis, University of Nottingham.

White, Linda (2020) Affective recovery from special measures. EdD thesis, University of Nottingham.

Whyte, Robert (2021) Designing multimodal composition activities to support integrated primary programming and storytelling. PhD thesis, University of Nottingham.

Winstanley, Jennifer (2023) Knowledge is the key… A grounded theory study exploring parent carer experiences of an Educational Psychology Service within pre-statutory stages of early intervention. DAppEdPsy thesis, University of Nottingham.

Wiśniewska, Sylwia (2005) Struggling for change: provision for the professional development of foreign language teachers of young learners in Bydgoszcz, Poland. PhD thesis, University of Nottingham.

Woods, Lois (2018) Children's perspectives of primary school environments. PhD thesis, University of Nottingham.

Woolley, Kay (2022) Primary school factors associated with children’s physical activity in the outdoor environment: a mixed-methods study to inform the development of a quality of outdoor environment survey. PhD thesis, University of Nottingham.

Wright, Sophie (2023) “School is awful, horrible and like a prison.” A reflexive thematic analysis of primary school pupils’ perceptions of the factors which influence their school attendance. DAppEdPsy thesis, University of Nottingham.