A

Antoniou, Vasiliki-Celia (2016) Scaffolding understanding at a conceptual level in an L2 academic context: A SCT approach. PhD thesis, University of Essex.

B

Birney, C J S (2015) What accounts do young people give of their experience of person-centred annual review meetings? Other thesis, University of Essex & Tavistock and Portman NHS Trust.

G

Gardner, M and Elliott, J and Alrashidi, M (2012) Towards a framework for the design of mixed reality immersive education spaces. UNSPECIFIED.

Gardner, Michael and Horan, Bernard (2011) '+SPACES: Serious Games for Role-Playing Government Policies.' In: UNSPECIFIED, (ed.) Researching Learning in Immersive Virtual Environments (ReLIVE 2011). The Open University, Milton Keynes, UK, pp. 102-112. ISBN 9788489315662

Gayton, Kathleen (2021) Exploring mothers’ experiences when their disabled child starts school: An interpretative phenomenological analysis. Other thesis, University of Essex & Tavistock and Portman NHS Trust.

Gibb, A L (2017) How do Nurture Group practitioners make sense of their relationship with the Nurture Group child? Other thesis, University of Essex and Tavistock & Portman NHS Foundation Trust.

Grammatosi, Fotini (2020) Teachers and Coursebook Use: The Role of the Coursebook and Its Implications for Materials Development and Teacher Training. PhD thesis, University of Essex.

Green, Christopher (2013) 'Relative distancing: A grounded theory of how learners negotiate the interprofessional.' Journal of Interprofessional Care, 27 (1). pp. 34-42. ISSN 1356-1820

H

Hean, S and Doucet, S and Bainbridge, L and Green, C and Ball, V and Anderson, L and Baldwin, C and Pitt, R and Snyman, S and Schmidt, M and Clark, P and Gilbert, J and Oandesan, I (2015) 'Moving from atheoretical to theoretical approaches to interprofessional client-centred collaborative practice.' In: Orchard, C and Bainbridge, L, (eds.) Interprofessional Client-Centred Collaborative Practice: What Does it Look Like? How Can it be Achieved? Professions - Training, Education and Demographics . Nova Science Publishers. ISBN 978-1-63483-811-5

Highton, Sean S (2017) Teaching assistants’ influence on the peer relationships of pupils with SEND: A grounded theory study from the perspective of teaching assistants. Other thesis, University of Essex and Tavistock & Portman NHS Trust.

Horan, B and Gardner, M (2012) '+SPACES: Serious Games for Role-Playing Government Policie.' In: Childs, M, (ed.) UNSPECIFIED Immersive Environments series . Springer.

R

Reynolds, Aaron EL (2021) A mixed methods study exploring whether referral to the Internal Inclusion Unit results in change to pupil behaviour and exploring the student’s perceptions of the facility. Other thesis, University of Essex & Tavistock and Portman NHS Foundation Trust.

Robinson, Suzanne (2017) Take It From the Top Video Project: Northern Perspectives on the North, the South and Newcomers To Their Land. PhD thesis, University of Essex.

S

Stonehouse, J M (2018) Relating to reading : a psychosocial exploration of the experiences of young people who find reading difficult. Other thesis, University of Essex and Tavistock & Portman NHS Foundation Trust.

T

Tobias, Adele (2018) Raising a ‘red flag’ by not going to school: A grounded theory study of family coach intervention with persistent school non-attenders. Other thesis, University of Essex and Tavistock & Portman NHS Trust.

Togoh, Woedem Kwame (2021) Stressors Which Affect Learning: A Case Study of Learners in A Further Education College in The East of England. PhD thesis, University of Essex.