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Open Access research that delivers better decision support and knowledge modelling

Strathprints makes available Open Access scholarly outputs by Management Science at Strathclyde. Particular research specialisms include knowledge modelling within organisations but also problem structuring and analytical approaches to better interpret risk and uncertainty. Some of these management science approaches are applied within healthcare systems and have close links with economics and operations management.

Explore some of this Open Access research from Management Science. Or explore all Strathclyde Open Access research...

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Group by: Publication Date | Item type | No Grouping
Jump to: 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2013 | 2011 | 2010 | 2008 | 2001
Number of items: 13.

2022

Ballantyne, Carrie and Wilson, Claire and Toye, Martin K. and Gillispie-Smith, Karri (2022) Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools : a mixed methods approach. International Journal of Inclusive Education. ISSN 1360-3116

2021

Essex, Jane and Alexiadou, Nafsika and Zwozdiak-Myers, Paula (2021) Understanding inclusion in teacher education - a view from student teachers in England. International Journal of Inclusive Education, 25 (12). pp. 1425-1442. ISSN 1360-3116

2020

Wilson, Claire and Woolfson, Lisa Marks and Durkin, Kevin (2020) School environment and mastery experience as predictors of teachers' self-efficacy beliefs towards inclusive teaching. International Journal of Inclusive Education, 24 (2). pp. 218-234. ISSN 1360-3116

Ellis, Sue and Rowe, Adele (2020) Inclusive literacy teaching : raising attainment and equity by empowering educators and broadening the evidence they use. International Journal of Inclusive Education. ISSN 1360-3116 (In Press)

2019

Wilson, Claire and Woolfson, Lisa Marks and Durkin, Kevin (2019) The impact of explicit and implicit teacher beliefs on reports of inclusive teaching practices in Scotland. International Journal of Inclusive Education. ISSN 1360-3116

2018

Cologon, Kathy and Mevawalla, Zinnia (2018) Increasing inclusion in early childhood : key word sign as a communication partner intervention. International Journal of Inclusive Education, 22 (8). pp. 902-920. ISSN 1360-3116

2017

Wall, Kate (2017) Exploring the ethical issues related to visual methodology when including young children's voice in wider research samples. International Journal of Inclusive Education, 21 (3). pp. 316-331. ISSN 1360-3116

2013

Moscardini, Lio and Barron, David and Wilson, Alastair (2013) Who gets to play? Investigating equity in musical instrument instruction in Scottish primary schools. International Journal of Inclusive Education, 17 (6). pp. 646-662. ISSN 1360-3116

2011

Grieve, A. M. and Haining, I. (2011) Inclusive practice? Supporting isolated bilingual learners in a mainstream school. International Journal of Inclusive Education, 15 (7). pp. 763-774. ISSN 1360-3116

2010

Mowat, Joan (2010) Inclusion of pupils perceived as experiencing social and emotional behavioural difficulties (SEBD) : affordances and constraints. International Journal of Inclusive Education, 14 (6). pp. 631-648. ISSN 1360-3116

2008

Connelly, Graham and Chakrabarti, Mono (2008) Improving the educational experience of children and young people in public care : a Scottish perspective. International Journal of Inclusive Education, 12 (4). pp. 347-361. ISSN 1360-3116

Adams, Paul (2008) Positioning Behaviour: ADHD in the post-welfare educational era. International Journal of Inclusive Education, 12 (2). pp. 113-125. ISSN 1360-3116

2001

Powney, Janet and McPake, Joanna (2001) A fair deal for minority ethnic groups in Scotland? International Journal of Inclusive Education, 5 (2-3). pp. 131-166.

This list was generated on Sat Aug 13 03:21:50 2022 BST.