Number of items: 7.
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.
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.
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.
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.
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.
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.
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 Sep 26 13:16:02 2024 UTC.
