Currently browsing: Items authored or edited by Janice Wearmouth

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Wearmouth, Janice; Richmond, Robin and Connors, Bushra (2004). Multi-level responses to behavioural issues in schools. In: Wearmouth, Janice; Glynn, Ted; Richmond, Robin and Berryman, Mere eds. Addressing pupils' behaviour: responses at district, school and individual levels. London: David Fulton.

Wearmouth, Janice and Glynn, Ted (2004). Issues in inclusion and the management of student behaviour in schools. In: Wearmouth, Janice; Glynn, Ted; Richmond, Robin and Berryman, Mere eds. Inclusion and behaviour management in schools: issues and challenges. London: David Fulton.

Wearmouth, Janice (2004). Engaging with the views of disaffected students through 'Talking Stones'. In: Wearmouth, Janice; Glynn, Ted; Richmond, Robin C. and Berryman, Mere eds. Understanding pupil behaviour in school: a diversity of approaches. David Fulton Publishing Ltd, pp. 37–48.

Wearmouth, Janice and Connors, Bushra (2004). Understanding student behaviour in schools. In: Wearmouth, Janice; Glynn, Ted; Richmond, Robin C. and Berryman, Mere eds. Understanding pupil behaviour in school: A Diversity of approaches. David Fulton Publishing Ltd, pp. 1–15.

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Wearmouth, Janice (2002). Dilemmas in the choice of responses to pupils’ difficulties in literacy development at multiple levels. In: Wearmouth, Janice; Soler, Janet and Reid, Gavin eds. Addressing difficulties in literacy development : responses at family, school, pupil, and teacher levels. London, UK: RoutledgeFalmer, pp. 3–19.

Wearmouth, Janice and Soler, Janet (2002). How inclusive is the literacy hour? In: Wearmouth, James; Soler, Janet and Reid, Gavin eds. Contextualising difficulties in literacy development: exploring politics, culture, ethnicity and ethics. London, UK: RoutledgeFalmer, pp. 152–165.

Wearmouth, Janice and Soler, Janet (2002). Reading recovery and pause, prompt, praise: professional visions and current practices. In: Wearmouth, Janice; Soler, Janet and Reid, Gavin eds. Contextualising difficulties in literacy development : exploring politics, culture, ethnicity and ethics. London: RoutledgeFalmer, pp. 133–151.

Wearmouth, Janice (2002). Role of the Learning Support Co-ordinator: addressing the challenges. In: Reid, Gavin and Wearmouth, Janice eds. Dyslexia and Literacy: theory and practice. Chichester: Wiley.

Wearmouth, Janice and Reid, Gavin (2002). Issues for assessment and planning of teaching and learning. In: Reid, Gavin and Wearmouth, Janice eds. Dyslexia and literacy : theory and practice. Chichester: Wiley.

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Soler, Janet and Wearmouth, Janice (2001). How inclusive is the Literacy Hour? British Journal of Special Education, 28(3) pp. 113–119.

Wearmouth, Janice (2001). Inclusion: changing the variables. In: Peer, Lindsay; Reed, Gavin and Reid, Gavin eds. Dyslexia: successful inclusion in the secondary school. London: David Fulton, pp. 44–53.

Wearmouth, Janice (2001). Investigating inclusion: an evaluation of a teachers’ professional development course. In: Wearmouth, Janice ed. Special educational provision in the context of inclusion: policy and practice in schools. London: David Fulton Publishers, pp. 72–94.

Wearmouth, Janice (2001). Pygmalion lives on. In: Wearmouth, Janice ed. Special educational provision in the context of inclusion: policy and practice in schools. London: David Fulton Publishers, pp. 283–290.

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