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

Article

Costley, Tracey and Gkonou, Christina and Myles, Florence and Roehr-Brackin, Karen and Tellier, Angela (2020) Multilingual and monolingual children in the primary-level language classroom: individual differences and perceptions of foreign language learning. The Language Learning Journal, 48 (5). pp. 643-655. DOI https://doi.org/10.1080/09571736.2018.1471616

Wood, Carly and Hall, Katie (2015) Physical education or playtime: which is more effective at promoting physical activity in primary school children? BMC Research Notes, 8 (1). p. 12. DOI https://doi.org/10.1186/s13104-015-0979-1

Book Section

Roehr, K (2012) The Springboard to Languages evaluation project: a summary report. In: Esperanto as a starter language for child second-language learners in the primary school. Esperanto UK, Stoke-on-Trent, pp. 23-34. ISBN 9780902756335.

Roehr, K (2012) Theoretical foundations. In: Esperanto as a starter language for child second-language learners in the primary school. Esperanto UK, Stoke-on-Trent, pp. 19-22. ISBN 9780902756335.

Monograph

Tellier, A and Roehr-Brackin, K (2013) The Development of Language Learning Aptitude and Metalinguistic Awareness in Primary-School Children: A Classroom Study. UNSPECIFIED. Essex Research Reports in Linguistics, University of Essex, Colchester, UK.

Book

Tellier, A (2012) Esperanto as a starter language for child second-language learners in the primary school. Esperanto UK, Stoke-on-Trent. ISBN 9780902756335.

Thesis

Barrett, Emily Ruth (2023) Locked down during the COVID-19 pandemic: the experience of mothers living alongside their child with social, emotional and mental health (SEMH) special educational needs, a psychosocial approach. Doctoral thesis, University of Essex & Tavistock and Portman NHS Foundation Trust.

Couprie, Amy (2023) An exploration of the views and experiences of Designated Teachers in helping to create an Attachment Aware School. Doctoral thesis, University of Essex & Tavistock and Portman NHS Foundation Trust.

Dowd, Dearbhla (2024) ‘If we are not great, then we can’t be great with the kids’: A grounded theory of successful TA-teacher partnerships for inclusive education. Other thesis, University of Essex & Tavistock and Portman NHS Foundation 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.

Gore, Helen (2016) "Working together...it doesn't go far enough actually for what the relationship becomes" - An IPA study exploring the experiences of primary school SENCOs working with parents/carers through the EHCP process. Other thesis, University of Essex and Tavistock & Portman NHS Trust.

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.

Kelly, Laura J (2020) The emotional experiences of Teaching Assistants, working 1:1 with a child. Other thesis, University of Essex & Tavistock and Portman NHS Trust.

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.

Sutcliffe, Andrew (2015) “They seem to have grown taller” An exploratory and explanatory grounded theory of the impact of using person centred annual reviews in primary schools, derived from the views of the SENCos who led them. Other thesis, University of Essex and Tavistock & Portman NHS Trust.

Tyler, Amy (2024) Parents’ views on their children’s sleep difficulties and their approach to help seeking: An exploratory study. Doctoral thesis, University of Essex & Tavistock and Portman NHS Foundation Trust.

Willis, Allan P (2017) An Interpretative Phenomenological Analysis of teaching assistants’ experiences of forming relationships with pupils who have Autistic Spectrum Disorder in mainstream primary schools. Other thesis, University of Essex and Tavistock & Portman NHS Trust.