Now showing items 1-20 of 28

    Issue DateTitleAuthor(s)
    4 February 2019Academisation of Schools in England and Placements of Pupils With Special Educational Needs: An Analysis of Trends, 2011–2017  Black, A; Bessudnov, A; Liu, Y; et al.
    1 June 2017Addressing Dilemmas and Tensions in Inclusive Education  Norwich, B; Koutsouris, G
    2016Conceptualising special educational needs using a bio-psycho-social model in England: the prospects and challenges of using the International Classification of Functioning framework.  Norwich, B
    27 December 2016Conceptualizing Special Educational Needs Using a Biopsychosocial Model in England: The Prospects and Challenges of Using the International Classification of Functioning Framework  Norwich, B
    2016Educational psychology, neuro-science and Lesson Study: how translating research knowledge into practice requires teacher research  Norwich, B
    1 June 2016Exploring knowledge bridging and translation in Lesson Study using an inter-professional team  Norwich, B; Koutsouris, G; Fujita, T; et al.
    17 July 2019From the Warnock Report (1978) to an Education Framework Commission: a novel contemporary approach to educational policy making for pupils with special educational needs /disabilities  Norwich, B
    2011The importance of peer-support for teaching staff when including children with special educational needs  Boyle, C; Topping, K; Jindal-Snape, D; et al.
    2019An inclusive model of targeting literacy teaching for 7-8 year old children who are struggling to learn to read: the Integrated Group reading (IGR) approach  Norwich, B; Koutsouris, G
    16 May 2018An innovative classroom reading intervention for Year 2 and 3 pupils who are struggling to learn to read: Evaluating the Integrated Group Reading Programme  Norwich, B; Koutsouris, G; Bessudnov, A
    7 February 2019Interpreting RCT, process evaluation and case study evidence in evaluating the Integrated Group Reading (IGR) programme: a teacher-led, classroom-based intervention for Year 2 and 3 pupils struggling to read  Koutsouris, G; Norwich, B; Bessudnov, A
    15 July 2018Lesson planning for diversity  Black, A; Lawson, HA; Norwich, B
    18 November 2014Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: A systematic qualitative analysis in relation to context and outcomes  Norwich, B; Ylonen, A
    11 June 2018Lesson study: an inter-professional approach for Educational Psychologists to improve teaching and learning  Norwich, B; Fujita, T; Adlam, A; et al.
    19 April 2018Making sense of international variations in lesson study and lesson study-like practices: an exploratory and conceptual perspective  Norwich, B
    3 January 2018A pilot evaluation of the reading intervention ‘Own-voice Intensive Phonics’  Gwernan-Jones, RC; Macmillan, P; Norwich, B
    18 August 2017Piloting a dispersed and inter-professional Lesson Study using technology to link team members at a distance  Koutsouris, G; Norwich, B; Fujita, T; et al.
    3 June 2015The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling  Norwich, B; Black, A
    18 June 2019Putting RCTs in their place: implications from an RCT of the Integrated Group Reading approach  Norwich, B; Koutsouris, G
    23 April 2020Review of research literature about the use of lesson study and lesson study-related practices relevant to the field of special needs and inclusive education  Norwich, B; Benham-Clarke, S; Goei, SL