Browse by UCL Departments and Centres
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Group by: Author | Type
Number of items: 9.
A
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Armstrong, F;
(2005)
Pupil or 'Patient': difference, disability and education in France.
In: Barnes, C and Mercer, G, (eds.)
The Social Model of Disability: Europe and the Majority World.
(pp. 49-64).
The Disability Press: Leeds.
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Armstrong, F;
Russell, O;
Schimanski, E;
(2005)
Action Research for inclusive education: Innovations in teaching and learning.
Education in The North
, 13
pp. 14-23.
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C
Cowan, R;
Donlan, C;
Newton, EJ;
Lloyd, D;
(2005)
Number skills and knowledge in children with specific language impairment.
Journal of Educational Psychology
, 97
(4)
pp. 732-744.
10.1037/0022-0663.97.4.732.
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H
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Hurry, J;
Brazier, L;
Moriarty, V;
(2005)
Improving the literacy and numeracy skills of young people who offend: can it be done and what are the consequences?
Literacy and Numeracy Studies
, 14
(2)
pp. 61-74.
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Hurry, J;
Brazier, L;
Snapes, K;
Wilson, A;
Sutherland, G;
(2005)
Improving the literacy and numeracy of disaffected young people in custody and in the community: Interim report of the first 18 months of the study.
National Research and Development Centre for adult literacy and numeracy, Institute of Education, University of London, London.
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Hurry, J;
Bryant, P;
Curno, T;
Nunes, T;
Parker, M;
Pretzlik, U;
Midgley, L;
(2005)
Transforming research on morphology into teacher practice.
Research Papers in Education
, 20
(2)
pp. 187-206.
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L
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Lindsay, G;
Dockrell, JE;
Mackie, C;
Letchford, B;
(2005)
Local education authorities' approaches to provision for children with specific speech and language difficulties in England and Wales.
European Journal of Special Needs Education
, 20
(3)
pp. 329-345.
10.1080/08856250500156053.
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R
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Rieffe, C;
Terwogt, MM;
Cowan, R;
(2005)
Children's understanding of mental states as causes of emotions.
INFANT AND CHILD DEVELOPMENT
, 14
(3)
pp. 259-272.
10.1002/icd.391.
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T
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Tolmie, A;
Thomson, J;
Foot, H;
Whelan, K;
Morrison, S;
McLaren, B;
(2005)
The effects of adult guidance and peer discussion on the development of children's representations: evidence from the training of pedestrian skills.
British Journal of Psychology
, 96
pp. 181-204.
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