Number of items: 7.
E
Endersby, Katharine
(2021)
‘It was a time for ELSAs to come alive’: exploring experiences of the Emotional Literacy Support Assistant role in the context of the Covid-19 pandemic.
DAppEdPsy thesis, University of Nottingham.
G
Geoghegan, Rheanna
(2022)
An investigation of practitioner and parent causal attributions for perceived challenging behaviour in Early Years Foundation Stage.
DAppEdPsy thesis, University of Nottingham.
K
King, Cheryl
(2020)
Using thematic analysis to obtain the newly arrived pupil voice: An exploration into the experiences of school for Czech and Slovak secondary-aged pupils.
DAppEdPsy thesis, University of Nottingham.
M
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.
N
Naylor, Charlotte
(2023)
‘Much better set up to do my best work’: What does ‘neurodiversity-affirming practice’ mean to the autistic community?
DAppEdPsy thesis, University of Nottingham.
R
Rodgers, Louise M
(2023)
'Don't fall into any fake news traps!' What are the outcomes of a critical thinking skills programme on children and young people's ability to identify fake news online?
DAppEdPsy thesis, University of Nottingham.
S
Summers, Kirstie
(2020)
An investigation into the impact of a mindfulness-based intervention on the anxiety of primary-aged children diagnosed with Autism Spectrum Disorder.
DAppEdPsy thesis, University of Nottingham.
This list was generated on Thu Nov 28 07:07:18 2024 UTC.
