Items where Subject is "L Education > LB Theory and practice of education > LB1501 Primary Education"

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Achtypi, Alexia (2021). Perspectives of key stakeholders about practices relating to using iPads for autistic pupils’ social communication and emotional regulation. University of Birmingham. Ph.D.

Al-Shareef, Layla (2017). A study of provision for specific learning difficulties (dyslexia) in primary education in the Kingdom of Saudi Arabia. University of Birmingham. Ph.D.

Alghabban, Weam Gaoud ORCID: 0000-0003-0857-1548 (2023). An investigation into matching learning material to the different needs of Arabic learners with dyslexia. University of Birmingham. Ph.D.

Alhinai, Harith Nasser Said (2003). An evaluation of the existing practice of primary school leadership in Oman: ensuring the effective implementation of the current reform of the General Education System. University of Birmingham. Ph.D.

Aynsworth, Suzanne (2022). A case study harnessing children’s insight and skills to develop a whole-school approach to wellbeing in a primary school. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Bartram, Rebecca ORCID: 0000-0003-4102-7608 (2024). An exploration of how self-regulation develops, is supported, and understood in the Reception classroom. University of Birmingham. Ph.D.

Basulayyim, Abdullah M (2017). A study into the impact of the Adult Interactive Style Intervention (AISI) on the spontaneous communication of a group of children with autism in a Saudi Arabian context. University of Birmingham. Ph.D.

Beckett, Lynn Susan (2015). An investigation into the factors that influence parental choice of early education and care. University of Birmingham. M.Res.

Breheny, Kathryn ORCID: 0000-0001-6886-4049 (2020). Evaluating the cost-effectiveness of school-based public health interventions. Exploring the schools’ perspective. University of Birmingham. Ph.D.

Bukamal, Hanin ORCID: 0000-0002-9705-7016 (2022). The inclusive practice continuum: a comparative case study exploring the conceptualisation and implementation of inclusive education in England and Bahrain. University of Birmingham. Ph.D.

Byng, Catherine (2022). Pupil and staff views on successful reintegration to a permanent education setting from alternative medical education provision. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Carey, Melissa Louise (2017). Mindful or mind full? the effectiveness of a small scale mindfulness-based intervention in a mainstream primary school with year four children. University of Birmingham. Ap.Ed.&ChildPsy.D.

Cemm, Lorraine A. F. (2012). The leadership of collaboration in primary school settings. University of Birmingham. Ed.D.

Chapman, Simon Rhys (2002). Continuity and progression within and between Key Stages 2 and 3 in geography. University of Birmingham. Ph.D.

Chen, Yih Shyuan (2010). Implementing and sustaining ICT integration in schools: A case study of two primary schools in Taiwan. University of Birmingham. Ph.D.

Chimbutane, Feliciano Salvador (2009). The Purpose and Value of Bilingual Education: A Critical, Linguistic Ethnographic Study of Two Rural Primary Schools in Mozambique. University of Birmingham. Ph.D.

Clarke, Beth Marie (2012). Enhancing capacity for organisational learning; a perpetual system for primary school practitioners. University of Birmingham. Ed.D.

Clarke, Joanne Louise (2016). The role of the primary school in preventing childhood obesity. University of Birmingham. Ph.D.

Clyde, Benjamin (2020). Young people's perceptions regarding motivations to play video games: implications for gamification in education. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Darko, Christian Kweku (2016). Essays on education and employment in Ghana. University of Birmingham. Ph.D.

Davies, Wendy Judith (2017). “I just started pretending they were there and they just kept staying with me”: a qualitative study into primary school-aged children’s perceptions of the purpose and functions their imaginary companions serve for them, particularly in school and with school work. University of Birmingham. Ed.Psych.D.

Doyle, Daniel (2019). An investigation into the language attitudes, beliefs and values of socio-economically disadvantaged boys in Sandwell and how they relate to the National Curriculum and its ideological underpinnings. University of Birmingham. Ph.D.

Durbin, Nicholas Jeremy (2010). Promoting mental health and psychological wellbeing in Children: a socio-cultural activity theory analysis of professional contributions and learning in a multidisciplinary team. University of Birmingham. Ed.Psych.D.

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Evans, Elizabeth Anne (2023). A mixed-methods exploration of what can be learnt about the whole-school approach to mental health, from the perspectives of parents of pupils presenting with extended school non-attendance. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Fairhurst, Pamela (2004). The causes and alleviation of EBD in Primary aged children: school, parenting and cognitive style. University of Birmingham. Ph.D.

Farrugia, Marie Therese (2007). Medium and message : the use and development of an English mathematics register in two Maltese primary classrooms. University of Birmingham. Ph.D.

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Gillum, James (2010). Using emotional literacy to facilitate organisational change in a primary school : a case study. University of Birmingham. Ap.Ed.&ChildPsy.D.

Gould, Rachel Amanda (2016). Leadership in the primary Catholic school in the West Midlands. University of Birmingham. Ed.D.

Greenway, Celia (2011). The ‘Quality’ of Nursery provision: an exploration of the relationship between inspection and the development of education and care. University of Birmingham. Ph.D.

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Hadjimatheou, Anastasia (2017). The effectiveness of physical education continuing professional development for primary school teachers in Cyprus. University of Birmingham. Ph.D.

Holmes, Gemma Leanne (2017). Emotional literacy: an investigation into changes in outcomes and mechanisms following a small group targeted intervention. A case study with primary aged children. University of Birmingham. Ap.Ed.&ChildPsy.D.

Howitt, Claire Louise (2019). The influence and management of emotion on primary school headteachers. University of Birmingham. Ed.D.

Hurd, Angela Susan (2016). Creating culture from scratch: a multiple case study into creating culture in English free schools. University of Birmingham. Ed.D.

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Isham, Colin George (2017). Practitioner perspectives on bilingual pupils’ use and learning of their home language in English primary schools. University of Birmingham. Ph.D.

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Kaur, Rita (2018). The processes of leadership talent development: a case study of Birmingham primary schools. University of Birmingham. Ed.D.

Kentish, Richard (2014). Survival in early headship. Preparation of primary head teachers for early headship - a social survey of experiences of primary head teachers, in the West Midlands of England. University of Birmingham. Ed.D.

Knee, Sarah Katherine (2022). Literacy practices of Nepalese children in the UK: A linguistic ethnographic study. University of Birmingham. Ph.D.

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Lameu, Paula Cristina (2017). Education ICT assemblage: encounters of discourses, emotions, affects, subjects, and their productive forces. University of Birmingham. Ph.D.

Leigh, Jennifer (2012). Somatic movement and education: a phenomenological study of young children's perceptions, expressions and reflections of embodiment through movement. University of Birmingham. Ph.D.

Lewis, Anna MJ (2016). Can Appreciative Inquiry give primary school children voice and influence over their writing lessons? An exploratory multiple case study of three classes of primary children and their teachers using Appreciative Inquiry (AI) to: facilitate pupil participation; create new learning experiences in writing lessons; and help to evaluate the AI process in schools. University of Birmingham. Ed.Psych.D.

Lloyd, John Robert (2006). Social empowerment or social control : an exploration of pupils' prior knowledge of citizenship, and its application to appropriate teaching and learning in a junior school. University of Birmingham. Ph.D.

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Mademtzi, Marilena (2016). The use of a Kinect-based technology within the school environment to enhance sensory-motor skills of children with autism. University of Birmingham. Ph.D.

Marley, Beth (2023). Influences on Key Stage 2 Teachers of Comprehension. University of Birmingham. Ed.D.

Meyer Romero, Alejandra Catarina (2022). Grade retention - subjectivating, disciplinary and affective forces: an ethnographic case study in Chilean primary schools. University of Birmingham. Ph.D.

Mogra, Imran (2009). Life histories of Muslim teachers in Birmingham primary schools. University of Birmingham. Ph.D.

Moore, Tessa Anne (2008). Primary strategy learning networks: a local study of a national initiative. University of Birmingham. Ed.D.

Morris, Rebecca (2016). Free schools in England: choice, admissions and social segregation. University of Birmingham. Ph.D.

Mumford, Katherine Hannah (2014). The relationship between vocabulary and gesture development in early childhood and infancy. University of Birmingham. Ph.D.

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Nugent, Michael Vincent (2016). The laughter of inclusion. University of Birmingham. Ph.D.

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Pitt, Sophie Louise (2018). The implications of an adaptation of the ‘Working On What Works’ (WOWW) intervention: a case study of a group of children in year 2 and their class teacher. University of Birmingham. Ap.Ed.&ChildPsy.D.

Plater, Mark (2004). The educational significance of Hallowe'en: a survey of current practice and teacher attitudes in British primary schools. University of Birmingham. M.Phil.

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Richer, Suzanne Elise (2012). An evaluation of the Northamptonshire Baby Room Project© parents’ course – impact on parents. University of Birmingham. Ap.Ed.&ChildPsy.D.

Rowan-Lancaster, Jennifer L. (2022). Challenging fear: teaching LGBTUA+ relationship and sex education (RSE) from a trainee teacher and teacher educator perspective. University of Birmingham. Ed.D.

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Sewell, Alexandra (2016). Young social beings: an investigation into the social interactions and relationships of a Year Five class. University of Birmingham. Ap.Ed.&ChildPsy.D.

Shaheen, Robina (2010). An investigation into the factors enhancing or inhibiting primary school children’s creativity in Pakistan. University of Birmingham. Ph.D.

Shepherd, Deborah Pamela (2011). The promotion of mental health and emotional wellbeing of children (5–13) through participatory partnership work with school communities in one local authority: a realistic evaluation of the ‘treasure project’, a three-year children’s fund project. University of Birmingham. Ed.Psych.D.

Smith, David Peter (2011). An exploration, using a SENCo questionnaire and a senior management semi-structured interview schedule, of the continuing professional development (CPD) arrangements in place in primary schools in one local authority cluster. University of Birmingham. Ed.Psych.D.

Stavrou, Sotiroula (2016). Learning through translanguaging in an educational setting in Cyprus. University of Birmingham. Ph.D.

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Taylor, Laura (2018). Coaching primary school teaching assistants to mediate learning: a collaborative action research project and realistic evaluation. University of Birmingham. Ap.Ed.&ChildPsy.D.

Terlektsi, Maria Emmanouela (2010). Imaginative writing of deaf children. University of Birmingham. Ph.D.

Thistleton, Lisa Francesca (2008). A realistic evaluation of the work of a speech and language therapy service in primary schools (the First Schools Project) using the perceptions of some of the important stakeholders (teachers, SLTs and parents). University of Birmingham. Ed.D.

Thorne, Carol (2009). Language and behaviour: interactions with young children in a school for social, emotional and behavioural difficulties. University of Birmingham. Ed.D.

Tryfonos, Stella (2012). How ‘good practice’ when working with pupils presenting with Behavioural, Emotional and Social Difficulties (BESD) in school is perceived by practitioners: an exploratory case study of two primary ZEP schools in Cyprus. University of Birmingham. Ph.D.

Twiselton, Samantha Carole (2002). Beyond the curriculum : learning to teach primary literacy. University of Birmingham. Ph.D.

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Ulicsak, Mary Helen (2003). Working together in the classroom : an investigation into software to raise awareness of group-learning skills in children aged 9 and 10. University of Birmingham. Ph.D.

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Waters, Gillian Margaret (2010). The limits of young children's understanding of sources of knowledge. University of Birmingham. Ph.D.

Watts, Paul Michael ORCID: 0000-0002-9031-0496 (2023). Character education through stories: an examination of primary school teachers’ perceptions of, and approaches to, story-based character education. University of Birmingham. Ph.D.

Watts, Pauline (2012). Leadership learning through challenging situations: Primary School Headteachers. University of Birmingham. Ed.D.

Weir, Francesca Mary (2021). A cultural historical activity theory analysis of a primary school’s in-house resource base. University of Birmingham. Ap.Ed.&ChildPsy.D.

Williams, Andrea (2018). A research project to prevent the exclusion from school of ‘at risk’ primary aged pupils. University of Birmingham. Ed.Psych.D.

Williams, David John (2009). Headteachers’ responses to government policy on primary education 1988 to 2005. University of Birmingham. Ph.D.

Wood, Rebecca (2018). The inclusion of autistic children in the curriculum and assessment in mainstream primary schools. University of Birmingham. Ph.D.

Woodman, Anne Louise (2007). The loneliness of the long-distance reader: a review of the reading demand of a key stage 1 mathematics test. University of Birmingham. Ph.D.