Browsing School of Education by Author "Norwich, B"

Now showing items 1-20 of 34

    Issue DateTitleAuthor(s)
    1 June 2017Addressing Dilemmas and Tensions in Inclusive Education  Norwich, B; Koutsouris, G
    27 December 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
    11 January 2023Conducting school-based research during Covid: evaluating the Silver Stories programme  Koutsouris, G; Nash, P; Norwich, B
    28 March 2022A critical consideration of ‘mental health and wellbeing’ in education: thinking about school aims in terms of wellbeing  Norwich, B; Moore, D; Stentiford, L; et al.
    2 April 2022A critical exploration of inclusion policies of elite UK universities  Koutsouris, G; Stentiford, L; Norwich, B
    2015Educational 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
    4 May 2022How lesson study is used in initial teacher education: an international review of literature  Baumfield, V; Bethel, A; Boyle, C; et al.
    22 July 2011The importance of peer-support for teaching staff when including children with special educational needs  Boyle, C; Topping, K; Jindal-Snape, D; et al.
    29 June 2020An 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
    13 August 2021Parents’ experiences of choosing a special school for their children  Satherley, D; Norwich, B
    3 January 2018A pilot evaluation of the reading intervention ‘Own-voice Intensive Phonics’  Gwernan-Jones, RC; Macmillan, P; Norwich, B