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Aloufey, Mariam (2024) Tracing the Trajectory and Development of Language Teachers’ Resilience Stories from the Saudi context. PhD thesis, University of Nottingham.

Balbontín Alvarado, Roxana P. (2012) Exploring effective secondary schools in challenging contexts: a study in two Chilean regions. PhD thesis, University of Nottingham.

Barichello, Leonardo (2019) An investigation into how low achieving secondary students learn fractions through visual representations. PhD thesis, University of Nottingham.

Barrett, Rebecca (2020) Using motivational interviewing to support reading motivation and engagement in secondary school pupils. DAppEdPsy thesis, University of Nottingham.

Berry, Jill (2016) The transition to headship. EdD thesis, University of Nottingham.

Cavanaugh, Gordon (2016) Heuristic assessment : professional judgement and final report cards in Ontario secondary schools. PhD thesis, University of Nottingham.

Cave, Sophie Nicole (2023) A Qualitative Exploration of Children and Young People’s Experiences of the Secondary Relationships and Sex Education Curriculum. DAppEdPsy thesis, University of Nottingham.

Cheng, Wing Ming, Clement (2018) Liberal Studies in Hong Kong 1992-2014: a critical history. EdD thesis, University of Nottingham.

Chung, Kirsten C. Y. (2019) A study exploring the relationship between ethnic identity and school connectedness in adolescents. DAppEdPsy thesis, University of Nottingham.

Cronin, John (2022) A study exploring the relationship of secondary school teacher attitudes and efficacy beliefs to inclusive behaviours towards young people with social, emotional and mental health (SEMH) needs. DAppEdPsy thesis, University of Nottingham.

Davies, Charlotte (2021) The Secondary School Experience with Chronic Fatigue Syndrome/ Myalgic Encephalomyelitis (CFS/ME): An Interpretative Phenomenological Analysis of the Retrospective Accounts of Young Adults. DAppEdPsy thesis, University of Nottingham.

Davies, Sarah (2022) What are design and technology teachers doing in response to a subject change? EdD thesis, University of Nottingham.

Devine, Emma (2021) An exploration of teachers’ attributions for the causes of emotionally based school avoidance. DAppEdPsy thesis, University of Nottingham.

Dodds, Jessica Fay (2023) The views and experiences of school leaders implementing whole school relational approaches in a single secondary school: A Reflexive Thematic Analysis. DAppEdPsy thesis, University of Nottingham.

Doherty, L (2023) An Interpretive Phenomenological Analysis exploring the experiences of language needs and Special Educational Needs and Disabilities (SEND) for secondary school teachers of English. DAppEdPsy thesis, University of Nottingham.

Duffin, Amy R. (2019) An evaluation of a positive psychology programme used to support potentially vulnerable secondary school students to enhance their well-being, self-efficacy, resilience and related behaviours. DAppEdPsy thesis, University of Nottingham.

Dyer, Lydia (2022) Exploring school staff members’ understanding about influences on the experiences and belonging of students of Caribbean Descent in schools: A Reflexive Thematic Analysis. DAppEdPsy thesis, University of Nottingham.

Fleet, Elizabeth Jane (2021) An exploratory study of Professional Identity in Mathematics Teacher Educator-Researchers: Applying Davey’s framework as a methodological tool. EdD thesis, University of Nottingham.

Garforth, Graham (2016) School control of information, advice and guidance during transition: a two year study into post-16 student decision-making. PhD 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.

Hackett-Evans, Aisha (2023) School staff’s understanding and perceptions of trauma-informed practice and the barriers to implementing this at a whole-school level: A grounded theory exploration. DAppEdPsy thesis, University of Nottingham.

Imoni, Raphael Isibor (2018) Leadership distribution in government secondary schools in Nigeria: fact or fiction? PhD thesis, University of Nottingham.

Lins, R.C. (1992) A framework for understanding what algebraic thinking is. PhD thesis, University of Nottingham.

Macpherson, Anthony (2024) "The importance of community and the necessity of the numinous": how chapel contributes to UK private senior schools. EdD thesis, University of Nottingham.

Mageean, Eliza (2023) What are the lived experiences of young people who identify as part of a sexual minority in education settings in 2022? An Interpretative Phenomenological Analysis. DAppEdPsy thesis, University of Nottingham.

Mason, Jessica L. (2016) Narrative interrelation: a cognitive account of intertextuality and its application to the study of literature. PhD thesis, University of Nottingham.

McCrossan, Gary (2023) A Narrative Orientated Inquiry Exploring the Key Stage 2-3 Transition Experiences of Young People with SEMH Needs in Mainstream Schools. DAppEdPsy thesis, University of Nottingham.

Nielsen, Barbara (2023) An Interpretative Phenomenological Analysis study exploring the experiences of post-16 education for separated young people seeking safety in the UK. DAppEdPsy thesis, University of Nottingham.

Norwawi, Shaharizal (2018) Leadership practices of high performing principals in selected Malaysian secondary schools: applying normative leadership models. PhD thesis, University of Nottingham.

Noyes, Andrew (2004) A sociological study of school transfer and the learning of mathematics. PhD thesis, University of Nottingham.

Pascoe, Hannah (2021) A mixed methods investigation into adolescents’ use of mental health apps. DAppEdPsy thesis, University of Nottingham.

Payton, Joanna (2023) “Hope isn’t actually lost yet”: A reflexive thematic analysis exploring young people’s views and feelings towards climate change. DAppEdPsy thesis, University of Nottingham.

Perry, Elaine (2011) A study investigating the impact of peer mentoring on pupils transitioning into secondary school who may be at risk of behavioural, emotional and social difficulties. DAppEdPsy thesis, University of Nottingham.

Perry, John (2024) The position of English in secondary schools in ex-industrial communities of the East Midlands of England. EdD thesis, University of Nottingham.

Pritchard, Phyllida (2019) Supporting pupils exhibiting emotionally based school refusal to attend school more regularly: an interpretative phenomenological analysis exploring the experiences of secondary school staff. DAppEdPsy thesis, University of Nottingham.

Rayne, Christa Danielle (2020) The viewpoints of pupils regarding post-16 education and training opportunities: a Q methodology study. DAppEdPsy thesis, University of Nottingham.

Rodger, Erin (2023) An exploration of young people in care’s experiences of school belonging in secondary school. DAppEdPsy thesis, University of Nottingham.

Seymour, Kathleen (2012) Schools for pre-adolescents: a comparative study of the 9-13 middle school in Dorset. PhD thesis, University of Nottingham.

Smith Theodore, Rachel Folafunke (2018) Transformational leadership and student outcomes: evidence from Rivers State, Nigeria. PhD thesis, University of Nottingham.

Summerfield, Eileen Margaret (1995) The relationship between academic self-concept, attainment and personality in 16-19 year old students in a sixth form college. PhD thesis, University of Nottingham.

Thompson, Emily Beth (2021) An exploration of female early adolescent self-presentation and social comparisons, when engaging with social networking sites. DAppEdPsy thesis, University of Nottingham.

Williams, Daniel Bryn (1998) The teaching, assessment and examining of English language and literature from the Education Act of 1944 to the Education Reform Act of 1988. PhD thesis, University of Nottingham.

Yeung, Portia Yuet Ping (2021) "Globalization and the Quest for Quality Education Reforms" - A Case Study of the Challenges facing the Senior-Form English Language Teachers of a Private Secondary School in Hong Kong. EdD thesis, University of Nottingham.