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B

Beech, Kirsty (2021) School Staff’s Viewpoints of Supervision: A Q-Methodological Study. DAppEdPsy thesis, University of Nottingham.

Bhana, Kamal (2017) Evaluating the impact of whole-class self-management and interdependent group contingency approaches on pupil engagement and disruptive behaviour. DAppEdPsy thesis, University of Nottingham.

Biggar, Amy (2021) School staff's experiences of supporting pupils from military backgrounds in state schools : A grounded theory exploration. DAppEdPsy thesis, University of Nottingham.

Brightmore, Alexandria (2016) Investigating the efficacy of universally delivered cognitive behaviour therapy in the promotion of emotional literacy and mental wellbeing with year 5 pupils. DAppEdPsy thesis, University of Nottingham.

C

Cooper, Harriet (2018) An evaluation of Forest School for nursery aged children. DAppEdPsy thesis, University of Nottingham.

Cosgrove, Jennifer (2020) At risk of exclusion in Key Stage 1: an exploratory study of class teachers’ perceptions of the school context and the impact of a Circle of Adults intervention. DAppEdPsy thesis, University of Nottingham.

E

Eccleston, Sally (2016) “We’re one side of the wall and they’re the other”: An Interpretative Phenomenological Analysis study exploring parents’ and young people’s experiences of family engagement during the Education, Health and Care needs assessment process. DAppEdPsy thesis, University of Nottingham.

F

Frater, Matthew (2021) Headteachers' views on inclusion: an exploration using Q-methodology. DAppEdPsy thesis, University of Nottingham.

H

Haigh, Holly (2019) An exploratory evaluation of the Emotional Literacy Support Assistant (ELSA) project. DAppEdPsy thesis, University of Nottingham.

M

Mngaza, Siya (2020) Racism, identity and belonging: How do these factors interact for young Black people in predominantly white settings? DAppEdPsy thesis, University of Nottingham.

P

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.

R

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

S

Skade, Lauren Jennifer (2018) Educational psychology practice and domestic abuse: an exploratory mixed methods web survey. DAppEdPsy thesis, University of Nottingham.

Smith, Helen (2017) The impact of cooperative learning on pupils’ peer acceptance and perceptions of peer support. DAppEdPsy thesis, University of Nottingham.

Stower, Hayley Emma (2017) Understanding challenging behaviour as a social construction: exploring the role of pupil-teacher discourse in the secondary classroom. DAppEdPsy thesis, University of Nottingham.

T

Taubman, Katie (2022) Disciplinary school exclusion: pushing children over the edge. DAppEdPsy thesis, University of Nottingham.

W

Walton, Jodie M. (2018) Evaluating the impact of a tablet-based intervention on the mathematics attainment, receptive language and approaches to learning of preschool children. DAppEdPsy thesis, University of Nottingham.