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A review of scientific theories used to justify the delivery of school-based mindfulness programmes . A protocol for a scoping review

2023

Abbott, P., Nixon, G., Stanley, I., D’Ambruoso, L.

Working Papers and Discussion Papers

Digital Object Identifier

https://doi.org/10.1101/2023.06.19.23291616

Open Access

https://aura.abdn.ac.uk/bitstreams/649d9de8-7618-4c00-b4c0-5c84ee3b2a24/download
Withdrawing from Religious Education: researching the views of teachers?

2023

Nixon, G.

European Academy of Religion Annual Conference 2023 - St Andrews

Contributions to Conferences: Abstracts

Additional Links

Conference website
Perceived realities of rural primary school teachers in Malawi: applying Bronfenbrenner’s ecological systems theory

2023

Erlendsdóttir, G., Mtika, P.

Education Applications & Developments VIII. Carmo, M. (ed.). InScience Press, pp. 544-557, 13 pages

Chapters in Books, Reports and Conference Proceedings: Chapters

Online

https://insciencepress.org/education-applications-developments-viii/

Open Access

https://aura.abdn.ac.uk/bitstreams/a0974fcc-a4a6-4cc6-bbd1-958a790530ad/download
Teaching about, Training in, and Acting with Compassion – Mindful Compassion in the Academy

2023

Nixon, G.

Higher Education Teaching and Learning conference - 2023, pp. 137

Contributions to Conferences: Abstracts

Open Access

https://aura.abdn.ac.uk/bitstreams/28c61ff2-6ce1-4e93-af29-2e7536c767dd/download

Additional Links

Book of Abstracts
Blended learning: Gain for higher education

2023

Fadamoro, T. D., Barker, M., Shanks, R. K., Mynott, J.

Higher Education Teaching and Learning conference - 2023

Contributions to Conferences: Posters

Additional Links

Conference Book of Abstracts
Beyond the Pandemic: Poverty and School Education in Scotland

2023

McKinney, S. J., Graham, A., Hall, S., Hunter, K., Jaap, A., Lowden, K., MacDougall, L., McKendrick, J. H., Moscardini, L., Mtika, P., Reid, L., Ritchie, M., Robson, D., Shanks, R. K., Stettin, S., Wilson, A.

Scottish Educational Review, vol. 54, no. 2, pp. 238-264

Contributions to Journals: Articles

Digital Object Identifier

https://doi.org/10.1163/27730840-20231002

Open Access

https://aura.abdn.ac.uk/bitstreams/01c0470b-1b30-47ad-b8b0-6ce7597c0def/download
Using a Situative Approach to investigate Motivation to Learn English: A Justification for the Methodological Choice

2023

Gong, S.

Chapters in Books, Reports and Conference Proceedings: Conference Proceedings
Study protocol for a Critical Realist pilot cluster-randomised controlled trial of a whole-school-based mindfulness intervention (SBMI) promoting child and adolescent mental wellbeing in Rwanda and Ethiopia

2023

Abbott, P., D’Ambruoso, L., Yared, M., McNamee, P., Hailu, T., Nzabalirwa, W.

Working Papers and Discussion Papers

Digital Object Identifier

https://doi.org/10.1101/2023.05.10.23289769

Open Access

https://aura.abdn.ac.uk/bitstreams/2611fb96-cf92-4c09-b50b-aaf4c8fec6f5/download
Mind the gap: Teacher induction in Scotland

2023

Day, S., Shanks, R. K.

Teacher Education as an Ongoing Professional Trajectory: Implications for Policy and Practice. Mifsud, D., Day, S. (eds.). 1 edition. Springer, pp. 97-117, 21 pages

Chapters in Books, Reports and Conference Proceedings: Chapters (Peer-Reviewed)

Digital Object Identifier

https://doi.org/10.1007/978-3-031-28620-9_5

Open Access

https://aura.abdn.ac.uk/bitstreams/c765304c-5460-43b0-ac00-622244935d29/download

Additional Links

Book information
Health, Child Development and Education in Rwanda: Understanding and working with contextual complexity

2023

Abbott, P., Sapsford, R. J.

Working Papers and Discussion Papers

Digital Object Identifier

https://doi.org/10.20944/preprints202304.0154.v1

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A review of scientific theories used to justify the delivery of school-based mindfulness programmes . A protocol for a scoping review

Withdrawing from Religious Education: researching the views of teachers?

Perceived realities of rural primary school teachers in Malawi: applying Bronfenbrenner’s ecological systems theory

Teaching about, Training in, and Acting with Compassion – Mindful Compassion in the Academy

Blended learning: Gain for higher education

Beyond the Pandemic: Poverty and School Education in Scotland

Using a Situative Approach to investigate Motivation to Learn English: A Justification for the Methodological Choice

Study protocol for a Critical Realist pilot cluster-randomised controlled trial of a whole-school-based mindfulness intervention (SBMI) promoting child and adolescent mental wellbeing in Rwanda and Ethiopia

Mind the gap: Teacher induction in Scotland

Health, Child Development and Education in Rwanda: Understanding and working with contextual complexity