Items where Subject is "L Education > LC Special aspects of education"

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Number of items at this level: 169.

A

Aboshiha, P. (2007) Changing perceptions of reading. In: Jendli, A., Troudi, S. and Coombe, C., eds. The Power of Language: Perspectives from Arabia. Dubai: TESOL Arabia. pp. 154-163 ISBN 9789948033660

Adams, A. and Shardlow, S. (2002) The fruits of a European partnership. Social Work in Europe, 9 (2). pp. 50-52. ISSN 1353-1670.

Albhaisi, N. (2017) Constructing an imagined path to peace during conflict: a critical discourse analysis of human rights education in Gaza, Palestine. Ph.D. thesis, Canterbury Christ Church University.

Allcock, S., Rackett, P. and Wallace, J. (2003) The effect of the school environment on the personal and social worlds of young people with physical disabilities: a qualitative study. DECP Debate, 106. pp. 5-12. ISSN 1471-5775.

Almond, M. (2018) Lessons from the actor: developing teacher presence and classroom as community. In: Theatre in Education: 'The Performers', 11-12 May 2018, Buenos Aires, Argentina. (Unpublished)

Almond, M. (2008) Movement in ELT: Laban and Stanislavski – an actor’s approach. In: 22nd Associação Portuguesa de Professores de Inglês (APPI) Conference, July 2008, Aveiro, Portugal.

Alshanqiti, L. (2018) A qualitative study of leadership in Saudi Arabian early childhood education: influential factors and critical challenges. Ph.D. thesis, Canterbury Christ Church University.

Andall-Stanberry, M. (2017) Aspiration and resilience - challenging deficit theories/models of black students in universities - an auto/biographical narrative research study. Ed.D. thesis, Canterbury Christ Church University.

Arthur, J. (1998) British human rights legislation and religiously affiliated schools and colleges. Education and the Law, 10 (4). pp. 225-235. ISSN 0953-9964.

Arthur, J. (1995) A Catholic policy on teachers? Educational Management Administration and Leadership, 23 (4). pp. 254-259. ISSN 1741-1432.

Arthur, J. (2001) Changing patterns of church college identity and mission. Westminster Studies in Education, 24 (2). pp. 137-143. ISSN 0140-6728.

Arthur, J. (1995) Church colleges in the further education sector: the erosion of trust. Education and the Law, 7 (4). pp. 203-210. ISSN 0953-9964.

Arthur, J. (2007) Faith and secularisation in religious colleges and universities. The Pastoral Review, 3 (1). pp. 51-55. ISSN 0018-4268.

Arthur, J. (2002) Roman Catholic schools. In: Gearon, L., ed. Education in the United Kingdom: Structures and Organisation. London: David Fulton. pp. 135-145 ISBN 9781853467158

Arthur, J. (1995) Teaching and employment conditions in Catholic schools. Law and Justice: The Christian Law Review, 124-5. p. 40. ISSN 0269-817X.

Arthur, J. (1998) The ambiguity of moral leadership in Catholic schools. In: Williams, V., ed. Conceptual and Practical Issues in School Leadership: Insights and Innovations from the U.S. and Abroad: New Directions for School Leadership. Chichester: Jossey-Bass. ISBN 9780787942748

Arthur, J. and Davison, J. (2002) Experiential learning, social literacy and the curriculum. In: Scott, D. and Lawson, H., eds. Citizenship Education and the Curriculum. International Perspectives on Curriculum Studies. London: Ablex. pp. 27-44 ISBN 9781567506518

Arthur, J. and Upton, J. (1998) Catholic schools and charity proceedings: legal challenges to the closure of independent schools. Education and the Law, 10 (1). pp. 33-40. ISSN 0953-9964.

B

Bailey, R. (2004) Gifted and talented education. In: Soan, S., ed. Additional Educational Needs: Inclusive Approaches to Teaching. London: David Fulton. pp. 127-137 ISBN 9781843121497

Barker, V. and Sharpe, T. (2001) Positive guidance and uncertainty: responding to the career guidance needs of people living with HIV/AIDS. Career Research and Development, 3. pp. 16-20. ISSN 1472-6564.

Barratt, S. (2008) The special educator's tool kit. London: Sage. ISBN 9788178298979.

Bassot, B. (2017) Action without action planning: the potential of the Career Thinking Session in enabling transformational career learning and development. British Journal of Guidance and Counselling. ISSN 0306-9885.

Bassot, B. (2003) Towards a situated learning theory for careers education and guidance. Career Research and Development, 10. pp. 10-13. ISSN 1472-6564.

Bassot, B. (2017) The employability journal. London: Palgrave. ISBN 9781137603814.

Bassot, B., Barnes, A. and Chant, A. (2013) A practical guide to career learning and development. Abingdon: Routledge. ISBN 9780415816465.

Bateson, J. (2008) East’s best. Other. Canterbury: Canterbury Christ Church University.

Blamires, M., ed. (1999) Enabling technology for inclusion. London: Paul Chapman. ISBN 1853964360.

Blamires, M. (2001) Is a social model sufficient to enable inclusive educational practice? In: O'Brien, T., ed. Enabling Inclusion: Blue Skies… Dark Clouds. Professional Excellence in Schools. London: The Stationery Office. pp. 99-111 ISBN 9780117025677

Blamires, M. (2006) Is there any point in wearing dead men's spectacles? How the theoretical insights of Adler and colleagues relate to current practice with children experiencing Emotional Behavioural Difficulties. Support For Learning, 21 (4). pp. 182-187. ISSN 1467-9604.

Blamires, M. (1997) Towards an educational model for pupils with autism and Asperger's syndrome. In: Fawcus, M., ed. Children with Learning Difficulties: A Collaborative Approach to their Education and Management. Chichester: Wiley. ISBN 9781861560186

Blamires, M. (1999) Universal design for learning: re-establishing differentiation as part of the inclusion agenda? Support for Learning, 14 (4). pp. 158-163. ISSN 0268-2141.

Blamires, M. (2006) Why teachers have to be social workers: Adlerian individual psychology and positive approaches to behaviour management: a lost legacy in the UK. In: European Conference on Educational Research, 13-15 September 2006, Geneva, Switzerland.

Blamires, M., Field, Sue and Wilson, V. (2010) What forms of evidence do novice teachers need? In: FIDOE Iberia America Conference in Teacher Education, May 2010, Centro University Las Tunas, Cuba.

Blamires, M., Robertson, C. and Blamires, J. (1997) Parent-teacher partnership: practical approaches to meet special educational needs. London: David Fulton. ISBN 1853464708.

Bloor, A. (2011) A discussion on international legislation and guidance around special educational needs since the Salamanca Statement. In: The Learner 2011, 5-8th July 2011, Mauritius.

Booth, A. J. (2003) Inclusion and exclusion in the city: concepts and contexts. In: Potts, P., ed. Inclusion in the City: Selection, Schooling and Community. London: RoutledgeFalmer. pp. 1-14 ISBN 9780415268035

Booth, A. J. (1999) Inclusion and exclusion policy in England: who controls the agenda? In: Armstrong, F., Armstrong, D. and Barton, L., eds. Inclusive Education: Policy, Contexts and Comparative Perspectives. Abingdon: Routledge. pp. 78-98 ISBN 9781853466328

Booth, A. J., Ainscow, M. and Dyson, A. (1998) Understanding inclusion and exclusion in the English competitive education system. International Journal of Inclusive Education, 1 (4). pp. 337-355. ISSN 1360-3116.

Booth, A. J. and Dyssegaard, B. (2008) Quality is not enough: the contribution of inclusive values to the development of Education for All. Discussion Paper. Copenhagen, Denmark: Ministry of Foreign Affairs of Denmark.

Bowie, R. (2008) Environmental ethics. In: School Sixth Form Conference, November 2008, Martin Mill, Kent.

Brighton, J. (2018) Disability, spinal cord injury, and strength and conditioning: sociological considerations. Strength and Conditioning Journal. ISSN 1524-1602.

Bryan, H., Austin, B., Hailes, J., Parsons, C. and Stow, W. (2006) On track multi-agency projects in schools and communities: a special relationship. Children and Society, 20 (1). pp. 40-53. ISSN 0951-0605.

Butler, A.H., Alpaslan, N., Strumpher, J. and Astbury, G. (2003) Gay and lesbian youth experiences of homophobia in South African secondary education. Journal of Gay & Lesbian Issues in Education, 1 (2). pp. 3-28. ISSN 1541-0889.

C

Castle, F. and Parsons, C. (1997) Disruptive behaviour and exclusions from schools: redefining and responding to the problem. Emotional and Behavioural Difficulties, 2 (3). pp. 4-11. ISSN 1363-2752.

Chatziefstathiou, D. (2012) Olympic education and beyond: Olympism and value legacies from the Olympic and Paralympic Games. Educational Review, 64 (3). pp. 385-400. ISSN 0013-1911.

Citro, M. (2018) Parents’ views and government rhetoric about schooling: beyond simple notions of exclusion and marginalisation. Ph.D. thesis, Canterbury Christ Church University.

Cooling, T. (2010) Biology, theology and respect for RE. RE Today, 28 (1). pp. 40-41. ISSN 0226-7738.

Cooling, T. (2010) Christian education masterclass. In: St Andrews Cathedral School Open Conference, September 2010, Sydney, Australia.

Cooling, T. (2010) Christian leadership in a 21st century church school. In: Derby Diocese Schools Conference, May 2010, Cromford.

Cooling, T. (2010) Christian leadership in a 21st century church school. In: Coventry Diocese Aspiring Leaders Conference, June 2010, Coventry.

Cooling, T. (2010) Church schools: confidently and appropriately Christian? In: Coventry Diocese Schools Conference, February 2010, Coventry.

Cooling, T. (2010) Creativity: balancing freedom and constraint. In: National Association of Teachers of Religious Education Conference, April 2010, Oxford.

Cooling, T. (2010) Distinctively Christian school leadership. In: Anglican Education Commission, Head Teachers Conference, September 2010, Sydney, Australia.

Cooling, T. (2010) Doing God in education. London: Theos. ISBN 9780956218230.

Cooling, T. (2010) Welcoming the stranger. In: Anglican Education Commission, Secondary School RE Teachers, September 2010, Sydney, Australia.

Cooling, T. (2010) What if? A Christian approach to teaching and learning. In: Anglican Education Commission Integral Project, September 2010, Sydney, Australia.

Cooling, T. and Smith, David (2014) Theology and pedagogy: a response to Sean Whittle. Journal of Education & Christian Belief, 18 (2). pp. 207-216. ISSN 1366-5456.

Cornwall, J. (2001) Enabling inclusion: is the culture of change being responsibly managed? In: O'Brien, T., ed. Enabling Inclusion: Blue Skies… Dark Clouds? Professional Excellence in Schools. London: The Stationery Office. pp. 127-142 ISBN 9780117025677

Cullen, R. and Wild, C. (2018) How does collaborative practice facilitate learning? processes involved in a Wiki-mediated collaborative writing task. In: Jones, C., ed. Practice in Second Language Learning. Cambridge University Press. pp. 228-253 ISBN 9781107131224

D

David, T. (1994) Introduction: multi-professionalism - challenges and issues. In: David, T., ed. Protecting Children from Abuse: Multi-professionalism and the Children Act 1989. Stoke-on-Trent: Trentham Books. pp. 1-14 ISBN 9781858560007

David, T. (2000) Issues in education. In: Baldwin, N., ed. Protecting Children, Promoting Their Rights. Whiting & Birch. pp. 84-93 ISBN 9781861770127

David, T. (1994) Making a difference for children 'in need': 'educare' services. In: David, T., ed. Working Together for Young Children: Multi-professionalism in Action. London: Routledge. pp. 133-144 ISBN 9780415092470

David, T. (1994) Postscript. Supporting children and families - an optimistic future? In: David, T., ed. Working Together for Young Children: Multi-professionalism in Action. London: Routledge. pp. 182-184 ISBN 9780415092470

David, T., ed. (1994) Protecting children from abuse: multi-professionalism and the Children Act 1989. Stoke-on-Trent: Trentham Books. ISBN 9781858560007.

David, T. (1994) What's so special about families? In: David, T., ed. Working Together for Young Children: Multi-professionalism in Action. London: Routledge. pp. 1-14 ISBN 9780415092470

David, T., ed. (1994) Working together for young children: multi-professionalism in action. London: Routledge. ISBN 9780415092470.

Driscoll, P. and Dinvaut, A. (2006) Hosting a student from overseas: the impact on the hosting teacher and children. In: Academic Mobility: Crossed Perspectives, 21-23 September 2006, Turku, Finland.

Driscoll, P. and Simpson, H. (2015) Developing intercultural understanding in primary schools. In: Bland, J., ed. Teaching English to Young Learners: Critical Issues in Language Teaching with 3-12 Year Olds. London: Bloomsbury Academic. ISBN 9781472588586

Durrani, L. (2001) Young child observation: teaching and learning. In: Ylinen, S. and Miettinen, M-L., eds. Social Work in Public Health Symposium. 1st-10th September 2000. Kuopio, Finland: University of Kuopio. pp. 47-62 ISBN 9789517810241

Durrani, L. (2001) An overview of social work education in the United Kingdom: the joint learning agenda. In: Ylinen, S. and Miettinen, M-L., eds. Social Work in Public Health Symposium. 1st-10th September 2000. Kuopio, Finland: University of Kuopio. pp. 47-62 ISBN 9789517810241

Durrant, I. (2012) The impact of extended services in Kent. In: Behaviour, Attendance and Engagement with Learning: How Quality Provision can Impact on these Important Issues for Children and Young People, 28th March 2012, The British Library, London. (Unpublished)

Durrant, I., Peterson, A., Leith, L. and Hoult, E. (2012) Pupil and teacher perceptions of community action: an English context. Educational Research, 54 (3). pp. 259-283. ISSN 0013-1881.

E

Ecclestone, K. and Hayes, D. (2009) The dangerous rise of therapeutic education. Abingdon: Routledge. ISBN 9780415397001.

Edwards, A. (2001) Developing a framework of support for personal advisers. In: Edwards, A., ed. Supporting Personal Advisers in Connexions: Perspectives on Supervision from Allied Professions. Canterbury: Centre for Career and Personal Development. pp. 49-59 ISBN 0953725820

Ekins, A. and Grimes, P. (2009) Inclusion: developing an effective whole school approach. Maidenhead: Open University Press. ISBN 9780335236046.

Ellis, S. (2006) Managing transitions. In: Soan, S., ed. The SENCO Handbook. London: Optimus Education. pp. 329-360 ISBN 0954687485

Ellis, S. (2004) Transitions. In: Soan, S., ed. Additional Educational Needs: Inclusive Approaches to Teaching. Teaching Assistants Foundation Degree. London: David Fulton. pp. 112-126 ISBN 9781843121497

Ellis, S. (2006) Working with colleagues. In: Soan, S., ed. The SENCO Handbook. London: Optimus Education. pp. 161-181 ISBN 0954687485

Ellis, S., Tod, J. and Blamires, M. (2006) Guest editorial. Support for Learning, 21 (4). pp. 167-168. ISSN 0268-2141.

Engelbrecht, P. (2010) Equity in inclusive education in South Africa. In: American Educational Research Association Annual Meeting, 30 April - 4 May 2010, Denver, USA.

Engelbrecht, P. (2009) Inclusive psychology and social transformation: responding to the challenges of the new South Africa. In: Hick, P., Kershner, R. and Farrell, P., eds. Psychology for Inclusive Education: New Directions in Theory and Practice. Abingdon, UK: Routledge. pp. 108-116 ISBN 9780415390507

Engelbrecht, P. (2010) Resilience in schools: challenges in the development of inclusive school communities in South Africa. In: Pathways to Resilience II: The Social Ecology of Resilience, 7 - 10 June 2010, Halifax, Canada.

Engelbrecht, P. (2010) Using research to design policy in the development of inclusive education in South Africa. In: Pathways to Resilience II: The Social Ecology of Resilience, 7 - 10 June 2010, Halifax, Canada.

Engelbrecht, P. (2006) The implementation of inclusive education in South Africa after ten years of democracy. European Journal of Psychology of Education, 21 (3). pp. 253-264. ISSN 0256-2928.

Engelbrecht, P. and Green, Lena (2007) Responding to the challenges of inclusive education. Pretoria, South Africa: Van Schaik. ISBN 9780627026706.

Engelbrecht, P., Kitching, A. and Nel, W. (2009) Education, disability, and international development. In: MacLachlan, M. and Swartz, L., eds. Disability and International Development. New York: Springer. pp. 181-189 ISBN 9780387938431

Engelbrecht, P., Oswald, M. and Forlin, C. (2006) Promoting the implementation of inclusive education in primary schools in South Africa. British Journal of Special Education, 33 (3). pp. 121-129. ISSN 0952-3383.

Evans, R., Mallick, J. and Stein, G. (1998) The role of parents in drug education. In: O'Connor, L., O'Connor, D. and Best, R., eds. Drugs: Partnerships for Policy, Prevention and Education. London: Cassell. pp. 17-29 ISBN 9780304339464

F

Field, K. and Philpott, C. (2001) Mentoring in schools: from support to development. In: Edwards, A., ed. Supporting Personal Advisers in Connexions: Perspectives on Supervision and Mentoring from Allied Professions. Canterbury: Centre for Career and Personal Development. pp. 18-25 ISBN 0953725820

G

Godfrey, R. C. (1993) How special, how important? Micromath. p. 48.

Graham-Matheson, L. (2011) How did we get here? A brief history of inclusion and special educational needs. In: Cornwall, J. and Graham-Matheson, L., eds. Leading on Inclusion: Dilemmas, Debates and New Perspectives. Routledge. pp. 7-21 ISBN 9780415676229

Gregory, P. (2017) Locating leadership of art in UK primary schools. The Journal of Elementary Education, 10 (2-3). pp. 181-189.

Grimes, P. (2011) Developing inclusive schools: international perspectives. In: Cornwall, J. and Graham-Matheson, L., eds. Leading on inclusion: dilemmas, debates and new perspectives. Abingdon, UK: Routledge. ISBN 9780415676229

Grimes, P., Sayarath, K. and Outhaithany, S. (2011) The Lao PDR Inclusive Education Project 1993–2009: reflections on the impact of a national project aiming to support the inclusion of disabled students. International Journal of Inclusive Education, 15 (10). pp. 1135-1152. ISSN 1464-5173.

Grimes, P. and Stevens, Marieke (2011) Reflections on supporting schools in developing inclusive self evaluation strategies in Lao PDR and Vietnam between 2003 - 2011. In: 24th International Congress for School Effectiveness and Improvement, 4 - 7 January 2011, Limassol, Cyprus.

Grimes, P., Stevens, Marieke, Sayarath, K., Hien, N. and Ramsey, C. (2011) Developing sustainable inclusive education in South East Asia through school and community development: critical challenges in Vietnam, Lao PDR, Cambodia, Malaysia and Indonesia. In: 24th International Congress for School Effectiveness and Improvement, 4 - 7 January 2011, Limassol, Cyprus.

H

Hancox, G. and Barnes, J. (2004) Young, gifted and... human. Improving Schools, 7 (1). pp. 11-21. ISSN 1365-4802.

Holliday, A. (2016) Revisiting intercultural competence: small culture formation on the go through threads of experience. International Journal of Bias, Identity & Diversities in Education, 1 (2). pp. 1-14. ISSN 2379-7363.

Holliday, A. (2016) Studying culture. In: Hua, Z., ed. Research Methods in Intercultural Communication. Chichester: Wiley. pp. 23-36 ISBN 9781118837467

Howells, K. and Barton, K. (2012) Ensuring all children - including a child with ADHD - can access physical education. Primary Physical Education Matters, 7 (3). pp. 57-59. ISSN 1751-0988.

Howes, A., Grimes, P. and Shohel, M. (2011) Imagining inclusive teachers: contesting policy assumptions in relation to the development of inclusive practice in schools. Compare: A Journal of Comparative and International Education, 41. ISSN 0305-7925.

Hughes, C. (2017) Double differentiation: develop the ability; manage the disability. In: VanTassel-Baska, J. and Little, C., eds. Content-Based Curriculum for High Ability Learners. 3rd ed. Austin, Texas: Prufrock Press. pp. 79-93 ISBN 978-1618215901

K

Knowles, C. (2008) Values and citizenship: children’s (10-12 year olds) views and school influences. In: CitizED International Conference, 28-30 July 2008, Cambridge.

Kohe, G. and Chatziefstathiou, D. (2017) Olympic education in Britain. In: Naul, R., Beander, D., Rychtencky, A. and Culpan, I., eds. Olympic Education: An International Review. Oxford: Routledge. ISBN 9780415678544

Kozleski, E., Engelbrecht, P., Hess, R., Swart, E., Eloff, I., Oswald, M., Molina, A. and Jain, S. (2008) Where differences matter: a cross-cultural analysis of family voice in special education. The Journal of Special Education, 42 (1). pp. 26-35. ISSN 0022-4669.

Kullman, J. (2011) Intercultural communication and English language education in the global context. In: Ward, C., ed. Language Education: An Essential for a Global Economy. Singapore: SEAMEO Regional English Language Centre. pp. 225-236 ISBN 9789971741020

M

Mallick, J., Evans, R. and Stein, G. (1998) Parents and drug education: parents' concerns, attitudes and needs. Drugs: Education, Prevention, and Policy, 5 (2). pp. 169-176. ISSN 0968-7637.

Moore, J. and Vardy, S. First Steps: briefing document for schools. Canterbury: Canterbury Christ Church University.

Morris, A. and Godfrey, R. C. (2006) A statistical survey of attainment in Roman Catholic schools in England with particular reference to secondary schools operating under the Trust Deed of the Archdiocese of Birmingham. Report. Institute for Christian Education Research.

O

Overall, S. (2016) Writing and walking the labyrinth: a case study. In: Sellers, J. and Moss, B., eds. Learning with the Labyrinth: Creating Reflective Space in Higher Education. Palgrave Teaching and Learning Series. Palgrave Macmillan. ISBN 9781137393838

P

Papatheodorou, T. (2000) Behaviour problems in the early years: the conceptualisation of behaviour problems and its relevance to management approaches. In: Wolfendale, S., ed. Special Needs in the Early Years: Snapshots of Practice. London: Routledge. pp. 91-101 ISBN 9780415213899

Papatheodorou, T. (2000) Management approaches employed by teachers to deal with children's behaviour problems in nursery classes. School Psychology International, 21 (4). pp. 415-440. ISSN 0143-0343.

Parsons, C. (2008) The community full service extended school: a global concept locally made. In: BERA Conference 2008, 3-6 September 2008, Edinburgh.

Parsons, C. and Castle, F. (1998) The cost of school exclusion in England. International Journal of Inclusive Education, 2 (4). pp. 277-294. ISSN 1360-3116.

Parsons, C., Godfrey, R. C., Howlett, K., Hayden, C. and Martin, T. (2001) Excluding primary school children - the outcomes six years on. Pastoral Care in Education, 19 (4). pp. 4-15. ISSN 0264-3944.

Potts, P. (1997) Gender and membership of the mainstream. International Journal of Inclusive Education, 1 (2). pp. 175-187. ISSN 1360-3116.

Potts, P. (1998) Knowledge is not enough. In: Clough, P. and Barton, L., eds. Articulating with difficulty: research voices in inclusive education. London: Sage Publications Ltd. pp. 16-28 ISBN 9781853964107

Potts, P. (2000) A Western perspective on inclusion in Chinese urban educational settings. International Journal of Inclusive Education, 4 (4). pp. 301-313. ISSN 1360-3116.

Potts, P. (1998) A luxury for the first world: a Western perception of Hong Kong Chinese attitudes towards inclusive education. Disability and Society, 13 (1). pp. 113-124. ISSN 0968-7599.

Power, L., Howells, K. and Gubby, L. (2018) The impact of wellbeing on the physical activities of occupational therapy (OT) for a child with dyspraxia. In: AIESEP (International Association of Colleges of Physical Education) World Congress, July 2018, Edinburgh,.

R

Radford, M. A. (2001) Aesthetic and religious awareness among pupils: similarities and differences. British Journal of Music Education, 18 (2). pp. 151-159. ISSN 0265-0517.

Radford, M. A. (2002) Educating the emotions: interior and exterior realities. Pastoral Care in Education, 20 (2). pp. 24-29. ISSN 0264-3944.

Reid, H. (2002) Are you sitting comfortably? Stories and the usefulness of narrative approaches. In: Roberts, K., ed. Career Guidance: Constructing the Future, Social Inclusion, Policy and Practice. Stourbridge: Institute of Career Guidance. pp. 51-66 ISBN 0903076160

Reid, H. (1999) Barriers to inclusion for the disaffected: implications for 'preventive' careers guidance work with the under-16 age-group. British Journal of Guidance & Counselling, 27 (4). pp. 539-554. ISSN 0306-9885.

Reid, H. (2002) Death by portfolio building: avoiding NVQ bureaucracy. Career Guidance Today, 10 (2). pp. 32-35. ISSN 0969-6431.

Reid, H. (2002) Jiminy Cricket on my shoulder: ethical watchfulness and the place of support and supervision for personal advisers. In: Reid, H. and Bimrose, J., eds. Career Guidance, Constructing the Future: Reflection on Practice. Stourbridge: Institute of Career Guidance. pp. 51-66 ISBN 0903076160

Reid, H. (2003) Narrative and career guidance: small talk or useful dialogue? In: Edwards, A., ed. Challenging Biographies: Re-Locating the Theory and Practice of Careers Work. Canterbury: Canterbury Christ Church University College. pp. 48-63 ISBN 0953725847

Reid, H. (2002) Shared meanings: visions of support. Career Guidance Today, 10 (5). pp. 33-36. ISSN 0969-6431.

Reid, H. (1999) Social barriers to guidance: implications for theory and practice. Educational and Vocational Guidance Bulletin, 63. pp. 41-55. ISSN 0251-2513.

Reid, H. (2003) Space for reflection: reasserting a professional identity. Career Guidance Today, 11 (2). pp. 14-17. ISSN 0969-6431.

Reid, H. (2003) Turning to narrative in the training of careers education, guidance and advice workers: could this be a way forward? Career Research and Development, 10. pp. 3-9. ISSN 1472-6564.

Reid, H., ed. (2010) The re-emergence of career: challenges and opportunities. Canterbury: Canterbury Christ Church University. ISBN 9781899253746.

Reid, H. and Nix, C. (2001) Support and supervision for guidance practitioners in a personal adviser role. In: Edwards, A., ed. Supporting Personal Advisers in Connexions: Perspectives on Supervision from Allied Professions. Canterbury: Centre for Career and Personal Development. pp. 40-48 ISBN 0953725820

Reid, H. and Scott, M. (2010) Narratives and career guidance: from theory into practice. In: Reid, H., ed. The Re-emergence of Career: Challenges and Opportunities. Canterbury: Canterbury Christ Church University. pp. 25-35 ISBN 9781899253746

Reid, H. and Soan, S. (2018) Providing support to senior managers in schools via ‘clinical’ supervision: a restorative and purposeful professional and personal space. Professional Development in Education. ISSN 1941-5257.

Reid, H. and West, L. R. (2017) Connecting big and intimate worlds: using an auto/biographical imagination in career guidance. In: Hooley, T., Sultana, R. and Thomsen, R., eds. Career Guidance for Social Justice: Contesting Neoliberalism: Volume 1. Routledge. ISBN 9781138087385

Revell, L. (2004) Circle time. In: Hayes, D., ed. The RoutledgeFalmer Guide to Key Debates in Education. Oxford: Routledge. pp. 55-59 ISBN 9780415332446

Revell, L. (2011) An introduction to religious education. In: Driscoll, P., Roden, J. and Lambirth, A., eds. The Primary Curriculum : A Creative Approach. SAGE. pp. 195-210 ISBN 9781849205979

Reynolds, H. (2001) Supervision in counselling and psychotherapy: a critical space. In: Edwards, A., ed. Supporting Personal Advisers in Connexions: Perspectives on Supervision from Allied Professions. Canterbury: Centre for Career and Personal Development. pp. 32-39 ISBN 0953725820

Roberts-Holmes, G. (2002) Do all children arrive at early years settings as equals? Human Rights Education Newsletter, 32. pp. 4-6.

Roberts-Holmes, G. (2003) Gender issues in education. In: Alfrey, C., ed. Understanding Children's Learning: A Text for Teaching Assistants. Teaching Assistants Foundation Degree. London: David Fulton. pp. 166-181 ISBN 9781843120698

Robertson, C. (1997) Approaches to the education of children with severe learning difficulties including those with profound and multiple disabilities. In: Fawcus, M., ed. Children with Learning Difficulties: A Collaborative Approach to their Education and Management. Chichester: Wiley. ISBN 9781861560186

S

Scoffham, S. (2016) Green roots and grass shoots: building ESD capacity at a UK university. In: Davim, J. P. and Leal Filho, W., eds. Challenges in Higher Education for Sustainability. Switzerland: Springer. pp. 283-297 ISBN 9783319237046

Soan, S. (2007) Meeting the social and emotional needs of gifted and talented learners. In: World Conference for Gifted and Talented Children, 5 - 10 August 2007, University of Warwick.

Soan, S., ed. (2006) The SENCO handbook. London: Optimus. ISBN 9780954687489.

Soan, S., ed. (2007) Teaching children with special needs: a practical guide for teaching. London: Optimus Education. ISBN 9781905538379.

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