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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 Fri Mar 29 07:19:25 2024 UTC.