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Young pupils', their teacher's and classroom assistants' experiences of iPads in a Northern Ireland school: "Four and five years old, who would have thought they could do that?"

British journal of educational technology, 2016-11, Vol.47 (6), p.1051-1064

2016

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Northern Ireland pupils transcend cultural difference through transformed integrated schools: we don't think about religion when we're passing the ball, we just do it

International journal of inclusive education, 2024-08, Vol.28 (10), p.2072-2087

2024

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Change management in Northern Ireland's transformed integrated schools: what we want is a school where you can be who you are and it's a safe place

International journal of inclusive education, 2022-05, Vol.26 (6), p.576-591

2022

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A Global North-South Evaluation of Partnership Support for Student Teachers on Placement

Policy & practice (Centre for Global Education), 2016-10, Vol.23, p.162-187

2016

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Young pupils', their teacher's and classroom assistants' experiences of i P ads in a N orthern I reland school: “Four and five years old, who would have thought they could do that?”

British journal of educational technology, 2016-11, Vol.47 (6), p.1051-1064

2016

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OBITUARIES: Hazel Margaret Finlay

BMJ. British medical journal (International ed.), 2011-04, Vol.342 (7802), p.876

Abbott, Lesley

International edition, 2011

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Seeking equilibrium between a social justice and a charity stance towards global learning among Northern Ireland pupils

International journal of development education and global learning (Print), 2019-12, Vol.11 (2)

2019

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Parents Matter: Supporting the Birth to Three Matters Framework

Open University Press, 2006

2006

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Experiencing Reggio Emilia: Implications for Pre-School Provision

2001

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Working parents' experiences of home-schooling during school closures in Northern Ireland: what lessons can be learnt?

Irish educational studies, 2023-07, Vol.42 (3), p.339-358

2023

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Northern Ireland Special Educational Needs Coordinators creating inclusive environments: an epic struggle

European journal of special needs education, 2007-11, Vol.22 (4), p.391-407

Abbott, Lesley

2007

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Northern Ireland's integrated schools enabling inclusion: a new interpretation?

International journal of inclusive education, 2010-12, Vol.14 (8), p.843-859

Abbott, Lesley

2010

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Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger-Trayner value-creation framework

Oxford review of education, 2021-01, Vol.47 (1), p.79-97

2021

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Northern Ireland head teachers' perceptions of inclusion

International journal of inclusive education, 2006-11, Vol.10 (6), p.627-643

Abbott, Lesley

2006

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An exploration of differences in cultural values in teacher education pedagogy: Chinese English language teacher trainees' perceptions of effective teaching practice review

Teacher development, 2013-05, Vol.17 (2), p.228-245

2013

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Re-conceptualizing partnerships across the teacher education continuum

Teaching and teacher education, 2009-10, Vol.25 (7), p.951-958

2009

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Key players in inclusion: are we meeting the professional needs of learning support assistants for pupils with complex needs?

European journal of special needs education, 2011-05, Vol.26 (2), p.215-231

2011

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Developing partnership with parents in special schools: parental perspectives from Northern Ireland

Journal of research in special educational needs, 2010-03, Vol.10 (1), p.23-30

2010

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Hazel Margaret Finlay

BMJ, 2011-04, Vol.342 (apr08 1), p.d2222-d2222

Abbott, L.

2011

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Meeting the professional needs of learning support assistants for pupils with complex needs

Procedia, social and behavioral sciences, 2011, Vol.15, p.1419-1424

2011

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Put posters over the glass bit on the door and disappear: tutor perspectives on the use of VLEs to support pre-service teachers

Teaching in higher education, 2008-04, Vol.13 (2), p.169-181

2008

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Birth to Three Matters

Open University Press, 2004

2004

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Northern Ireland beginning teachers' experiences of induction: the 'haves' and the 'have nots'

European journal of teacher education, 2009-05, Vol.32 (2), p.95-110

2009

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Working parents home-schooling children with special educational needs during a pandemic: How best can mainstream schools help through digital technologies?

Studies in Technology Enhanced Learning, 2023-12, Vol.3 (3)

2023

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Developing inclusive schools: the pivotal role of teaching assistants in promoting inclusion in special and mainstream schools in Northern Ireland

European journal of special needs education, 2002-06, Vol.17 (2), p.161-173

2002

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Young pupils', their teacher's and classroom assistants' experiences of iPads in a Northern Ireland school: "Four and five years old, who would have thought they could do that?"

Northern Ireland pupils transcend cultural difference through transformed integrated schools: we don't think about religion when we're passing the ball, we just do it

Change management in Northern Ireland's transformed integrated schools: what we want is a school where you can be who you are and it's a safe place

A Global North-South Evaluation of Partnership Support for Student Teachers on Placement

Young pupils', their teacher's and classroom assistants' experiences of i P ads in a N orthern I reland school: “Four and five years old, who would have thought they could do that?”

OBITUARIES: Hazel Margaret Finlay

Seeking equilibrium between a social justice and a charity stance towards global learning among Northern Ireland pupils

Parents Matter: Supporting the Birth to Three Matters Framework

Experiencing Reggio Emilia: Implications for Pre-School Provision

Working parents' experiences of home-schooling during school closures in Northern Ireland: what lessons can be learnt?

Northern Ireland Special Educational Needs Coordinators creating inclusive environments: an epic struggle

Northern Ireland's integrated schools enabling inclusion: a new interpretation?

Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger-Trayner value-creation framework

Northern Ireland head teachers' perceptions of inclusion

An exploration of differences in cultural values in teacher education pedagogy: Chinese English language teacher trainees' perceptions of effective teaching practice review

Re-conceptualizing partnerships across the teacher education continuum

Key players in inclusion: are we meeting the professional needs of learning support assistants for pupils with complex needs?

Developing partnership with parents in special schools: parental perspectives from Northern Ireland

Hazel Margaret Finlay

Meeting the professional needs of learning support assistants for pupils with complex needs

Put posters over the glass bit on the door and disappear: tutor perspectives on the use of VLEs to support pre-service teachers

Birth to Three Matters

Northern Ireland beginning teachers' experiences of induction: the 'haves' and the 'have nots'

Working parents home-schooling children with special educational needs during a pandemic: How best can mainstream schools help through digital technologies?

Developing inclusive schools: the pivotal role of teaching assistants in promoting inclusion in special and mainstream schools in Northern Ireland

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