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TypeTitleAuthor(s)YearViews
Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countriesLam, SF; Jimerson, S; Kikas, E; Cefai, C; Veiga, FH; Nelson, B; Hatzichristou, C; Polychroni, F; Basnett, J; Duck, R; Farrell, P; Liu, Y; Negovan, V; Shin, H; Stanculescu, E; Wong, BPH; Yang, H; Zollneritsch, J2012200
 
Exploring student engagement in schools internationally: the results from 12 countriesLam, S; Jimerson, S; Basnett, J; Cefai, C; Duck, R; Farrell, P; Hatzichristou, C; Kikas, E; Liu, Y; Negovan, V; Nelson, B; Polychroni, F; Shin, H; Stanculescu, E; Veiga, FH; Wong, BPH; Yang, H; Zollneritsch, J2009281
 
Developments in the Training of School Psychologist around the World.Farrell, P; Gajdosova, E; Bartolo, P; Lam, SF; Chaus, I; Taal, M200888
 
The relationship between inclusion and academic achievement in English mainstream schoolsFarrell, P; Dyson, A; Polat, F; Hutcheson, G; Gallannaugh, F200787
 
Inclusion and achievement in mainstream schoolsFarrell, P; Dyson, A; Polat, F; Hutcheson, G; Gallannaugh, F2007116
 
SEN inclusion and pupil achievement in English schoolsFarrell, P; Dyson, A; Polat, F; Hutcheson, G; Gallannaugh, F200791
 
The long-term impact of residential provision for pupils with emotional and behavioural difficultiesFarrell, P; Polat, F200359
 
What was it like for you? Former pupils' reflections on their placement at a residential school for pupils with emotional and behavioural difficultiesPolat, F; Farrell, P200267
 
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