Zobrazeno 1 - 10
of 48
pro vyhledávání: '"Lorna Hamilton"'
Autor:
Lorna Hamilton
Publikováno v:
SAGE Open, Vol 3 (2013)
Externí odkaz:
https://doaj.org/article/372e74e88d944c249ef3422b42d1ef34
Autor:
Gary Beauchamp, Andrew Joyce-Gibbons, Linda Clarke, Moira Hulme, Lorna Hamilton, Janet A Harvey
Publikováno v:
Management in Education. :089202062311726
The coronavirus disease 2019 pandemic brought seismic changes to schooling which few could have anticipated. Across the four countries of the UK, (England, Scotland, Wales and Northern Ireland) urgent changes to the locus and focus of education were
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::059af9788fbdbf6ecb953d44dbe128c8
https://doi.org/10.1177/08920206231172603
https://doi.org/10.1177/08920206231172603
Publikováno v:
First Language. 41:179-199
Narrative production draws upon linguistic, cognitive and pragmatic skills, and is subject to substantial individual differences. This study aimed to characterise the development of narrative production in late childhood and to assess whether childre
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::918da1453953f7a2479f96b9e3b4abe0
https://doi.org/10.1177/0142723720946553
https://doi.org/10.1177/0142723720946553
Autor:
Lorna Hamilton, Sue Mesa
Purpose A key development in early adolescence is the active construction of individual identity; for autistic young people, integrating the idea of “being autistic” forms part of this process. The purpose of this paper is to explore identity dev
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d29c1bec49676af769d40e2109c5b5fa
Background: Shared storybook reading is an important context for language learning and often constitutes young children’s first encounter with the printed word. The quality of early shared reading interactions is a known predictor of language and r
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::423aa62fefeefd6ad63e17aa4d1f349e
https://ora.ox.ac.uk/objects/uuid:c2b46ec0-5e0a-496d-8aaf-774dc604a93b
https://ora.ox.ac.uk/objects/uuid:c2b46ec0-5e0a-496d-8aaf-774dc604a93b
Publikováno v:
Hulme, M, Beauchamp, G, Clarke, L & Hamilton, L 2021, ' Collaboration in times of crisis : Leading UK schools in the early stages of a pandemic ', Leadership and Policy in Schools . https://doi.org/10.1080/15700763.2021.1917623
This paper examines the political and relational dimensions of leading and managing schools in the early stages of pandemic-induced school closure in the four nations of the United Kingdom. It draws on in-depth interviews with 12 headteachers from pr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::557a0d0a00e5f28c64feade7cf7d74c3
https://hdl.handle.net/20.500.11820/12e7ecb7-3dbc-4cd8-8313-68ab245eaf11
https://hdl.handle.net/20.500.11820/12e7ecb7-3dbc-4cd8-8313-68ab245eaf11
Publikováno v:
Beauchamp, G, Hulme, M, Clarke, L, Hamilton, L & Harvey, J A 2021, ' ‘People miss people’ : A study of school leadership and management in the four nations of the United Kingdom in the early stage of the COVID-19 pandemic ', Educational Management Administration and Leadership . https://doi.org/10.1177/1741143220987841
The COVID-19 pandemic has confronted school leaders across the four devolved nations of the United Kingdom (UK) with a period of exceptional crisis. This responsive, small-scale, but UK-wide study focuses on headteacher perspectives on leadership and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c31117d7c04c33e6ed9f83892c33f04d
https://e-space.mmu.ac.uk/627010/
https://e-space.mmu.ac.uk/627010/
Publikováno v:
Tsakalou, D, Hamilton, L & Brown, J 2020, ' Institutional narratives and the struggle for inclusive communities in the Greek context ', International Journal of Inclusive Education, vol. 24, no. 4, pp. 395-413 . https://doi.org/10.1080/13603116.2018.1464605
Drawing on research into three case study schools in the Greek context, this paper builds on narrative identity theory to conceptualise the nature of inclusion as part of institutional identity. The voices of head teachers, teachers and parents were
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9a744394037b8baa234f4bc39d46cc2d
https://doi.org/10.1080/13603116.2018.1464605
https://doi.org/10.1080/13603116.2018.1464605
Autor:
Katriona Brooksbank, Joanne O'Donnell, Vicky Corbett, Sarah Shield, Rachel Ainsworth, Ross Shearer, Susan Montgomery, Andrew Gallagher, Hannah Duncan, Lorna Hamilton, Valerie Laszlo, Rhonda Noone, Anna Baxendale, David Blane, Jennifer Logue
BACKGROUND Guidelines for the management of type 2 diabetes universally recommend that adults with type 2 diabetes and obesity be offered individualized interventions to encourage weight loss. Yet despite the existing recommendations, provision of we
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c850787428427797eac46af9a05bcaa7
https://doi.org/10.2196/preprints.12162
https://doi.org/10.2196/preprints.12162