Browse by Degree Type

B

Bangs, Deanna Eleni (2022) Dance on the page: Exploring picturebook dance expressions through a model of dance literacy. [MEd]

Begley, Mhairi (2018) A systematic literature review to explore the impact of using signed languages on the inclusion of D/deaf and hard-of-hearing (DHH) children. [MEd]

Bell, Gerard (2020) Can the teaching of cooperative skills have a positive effect on playtime behaviours in a Scottish primary school? [MEd]

Burns, Erin Christina (2018) Challenging highly able learners in the mainstream primary school: a digital approach. [MEd]

C

Capaldi, Clare Anne (2020) Angry outside: a study into Mairi Hedderwick’s Katie Morag stories and their potential to develop emotional literacy. [MEd]

Crook, Olivia (2018) A critical discourse analysis of learning for sustainabilty. [MEd]

D

Dale, Vicki Harcus Morgan (2018) Identifying characteristics of innovative and less innovative teachers, and opportunities to enhance their digital academic practice, in science and engineering. [MEd]

Derrick, Christopher (2023) Teacher Professional Learning Communities: An exploration of collaborative approaches to improvements in teaching and learning. [MEd]

Duncan, Joanne (2022) Exploring practitioners’ views on the purpose of continuous professional development and the barriers to engagement. [MEd]

Dunmur, Caroline (2018) “Am I maybe doing the wrong thing here?” Practitioners’ views on providing musical experiences to children under the age of 5. [MEd]

F

Ford, Polly (2021) Mindfulness practices and supporting the inclusion of pupils with social and emotional behavioural needs: a systematic literature review. [MEd]

G

Gkountelas, Sotirios (2021) Practices to support students experiencing social-emotional-behavioural difficulties inside mainstream primary classrooms: a systematic review of the literature. [MEd]

Graham, Jonathan (2023) Exploring Tensions and Challenges at the Broad General Education to Senior Phase Transition in Scotland’s Curriculum. [MEd]

H

Hamilton, Claire Elizabeth (2023) Learner participation to improve educational outcomes in Scottish schools: A framework to enhance learner participation through the Drama Curriculum. [MEd]

Harris, Daniel (2019) A policy analysis of flip classroom pedagogy in Scottish education literature and an investigation of the link between flip classroom and skills development. [MEd]

Houghton, Joseph (2020) Freedom to play: will adults ever really let go. [MEd]

Hull, Jonathan (2020) Investigating the effects of teacher leadership on the digital technology competence of teachers in a Scottish primary school. [MEd]

K

Kent, Natalie (2021) Inclusive education for refugee and asylum seeking children: an evaluation of the guidelines used by primary schools to support the inclusion of refugee and asylum seeking children in Scotland. [MEd]

L

Lockwood, Hannah (2020) Can S2 pupils’ motivation in learning History be improved by using Virtual Reality? [MEd]

M

Mariatou, Aikaterini (2019) The impact of the European migration crisis on adult migrants’ language education. A discourse analysis of the Toolkit: “Language Support for Refugees” provided by the Council of Europe. [MEd]

Mason, Lucy (2021) Educators's understanding of reflection within and Early Learning and Childcare Centre (Scotland). [MEd]

McCann, Jennifer Ellen (2020) Implementing play pedagogy in the early years of school in Scotland: a study of teachers' and children's perspectives. [MEd]

McConnell, Alex (2021) What impact has increased outdoor play and Covid-19 had on early year’s practitioner’s pedagogical perspectives? [MEd]

McGinley, Colette (2020) What effect does the implementation of reading comprehension strategies have on pupil understanding of unfamiliar topics in S2 Modern Studies? [MEd]

McKee, Christopher (2019) Teaching Scotland’s Future: a critical consideration of salient themes. [MEd]

McKenzie Smith, Amy (2022) ‘We’re going on a bear hunt’: A posthumanist examination of the representation of bears and child-bear relations within children’s literature. [MEd]

McQuade, Maire (2018) Early career leaders in early learning and childcare settings: perspectives and experiences. [MEd]

McShea, Jade (2020) 1+2 Languages: An investigation into the potential impact of technology on pupil confidence in spoken language, with primary five children, in an area of high deprivation. [MEd]

Miller, Aidan (2021) Attitudes towards the inclusion of autistic learners: a study of Scottish primary school teachers. [MEd]

Mitchell, Alison Jane (2019) Professional collaboration to improve educational outcomes in Scottish schools: developing a conceptual framework. [MEd]

P

Phillips, Angela (2022) To investigate attitudes towards the use of Mother and Baby Units (MBUs) and the possible use of overnight stays for children in the Community Custodial Units (CCUs) in the new custodial estate in Scotland. [MEd]

R

Roan, Lisa (2018) An exploration of the attitudes and practices of teachers in relation to the inclusion of children with specific additional support needs. [MEd]

Robb, Kristina (2018) Practitioners' understandings of loose parts play. [MEd]

Rodopoulou, Polyxeni (2022) Early Years Practitioners’ understandings of gender-equal play. [MEd]

S

Samitier Martí, Marta (2018) An analysis of the national identity in the Dominican Republic's history textbook. [MEd]

Sapokiene, Egle (2022) Experience shapes perceptions and perceptions shape practice: how different experiences shifted the practitioners’ perceptions and practice of outdoor play. [MEd]

Skandami, Anastasia (2018) The uses of technology in gifted education: a systematic review. [MEd]

V

Veitch, Ruth (2020) Early years practitioners’ perceptions of risky play. [MEd]

W

Wilson, Jamie (2018) Is maths anxiety a robust concept that should be taken seriously by practitioners in Scotland? [MEd]

Z

Zhang, Yongli (2023) Can English language teaching in China be improved by the incorporation of English literature? [MEd]