Thesis

Abotalib, Ahmad Mansoor M. (2024) Teacher characteristics and standardised mathematics achievement: global evidence-based reviews and empirical evidence for Saudi Arabia. PhD thesis, University of Glasgow.

Al Najim, Alaa Saad (2024) Exploring student teachers’ reading habitus and the use of picturebooks in the kindergarten setting in Saudi Arabia. PhD thesis, University of Glasgow.

Al Onzi, Bandr (2024) Activating the teaching methods contained in the Holy Quran among Islamic teachers. PhD thesis, University of Glasgow.

Al-Mabsali, Amina Mohammed Khamis (2024) An exploration of the approaches to gifted education in the Sultanate of Oman: Policy, practices and decision-making. PhD thesis, University of Glasgow.

Alanazi, Abdulaziz Hamoud (2024) Achieving global recognition: higher education rankings and the commitment to quality in Saudi Arabia’s 2030 Strategic Vision. PhD thesis, University of Glasgow.

Albluwi, Susan (2024) Vision 2030: a new model for Saudi community college. PhD thesis, University of Glasgow.

Allan, Agnes Helen (2024) A Foucauldian analysis of the discourses of quality and its relationship to tools of surveillance in early learning and childcare in Scotland. Ed.D thesis, University of Glasgow.

Bacquet Quiroga, Gaston Esteban (2024) Decolonial perspectives on nonviolence: Building inclusive learning communities in Chile through a participatory approach. PhD thesis, University of Glasgow.

Barrett, Louise G. (2024) ‘We’re in a prime position …’: secondary English teachers’ perspectives on their responsibility for health and wellbeing. Ed.D thesis, University of Glasgow.

Ciacoi, Diane Kimberley (2024) Stories of teacher professional identities: perceptions of International Baccalaureate Diploma Programme teachers before and during the COVID-19 pandemic. Ed.D thesis, University of Glasgow.

Dunlop, John (2024) Religious literacy: a way forward for Religious Education in Catholic schools in Scotland? MPhil(R) thesis, University of Glasgow.

Ge, Xiaowen (2024) Music teachers' perceptions of creativity in the context of twenty-first century Chinese education: a qualitative study on the influence of experience and policy on primary school music and piano teachers. PhD thesis, University of Glasgow.

Griffioen, Keith (2024) Examining social class mobility and career trajectories of working-class musicians. Ed.D thesis, University of Glasgow.

Griffiths, Alexander Ivor (2024) The role of the neoliberal university dilemmatic space in shaping academic identities and practices. Ed.D thesis, University of Glasgow.

Ho, Linh Hong (2024) Implementing education reforms: a multiple case study of Vietnamese primary schools. PhD thesis, University of Glasgow.

Hu, Mei (2024) Understanding of gendered, classed, and racialized inequalities in higher education through exploration of Chinese international students’ experiences in the UK. PhD thesis, University of Glasgow.

Hughes, Haili (2024) How, if at all, has remote learning during the Covid-19 pandemic changed experienced teachers’ perceptions of their identity as an educator in England? Ed.D thesis, University of Glasgow.

Kassous, Imene Zoulikha (2024) Working towards inclusive education for autistic children in Algeria: Investigating English as Foreign Language (EFL) Algerian students/graduates’ knowledge of autism and their attitudes towards inclusive education for autistic children. PhD thesis, University of Glasgow.

Kneafsey, Mary Beth (2024) Understanding the contributions of UKRI-funded cohort-based doctoral training models to the doctoral journey from the perspective of the individual student experience. Ed.D thesis, University of Glasgow.

Lawrence, Anita (2024) Shh – Don’t mention the Christians! An exploration of the potential role of contemporary children’s literature in the RE classroom. PhD thesis, University of Glasgow.

Li, Sicong (2024) Exploring the impact of integrating technology-enhanced learning and music as teaching tools and pedagogies for student engagement in private nurseries in Beijing: A qualitative study. PhD thesis, University of Glasgow.

Liang, Weijun (2024) Understanding teacher education programmes in China and Scotland in the context of globalisation. PhD thesis, University of Glasgow.

Liu, Jianshu (2024) Gender-STEM stereotypes: a cross-cultural, mixed-methods exploration of women’s STEM pathways between the UK and China. PhD thesis, University of Glasgow.

Liu, Xipeng (2024) Unveiling successful leadership: A case study of high-performing primary school principals in urban southwest China. PhD thesis, University of Glasgow.

Loumpourdi, Maria (2024) Developing leaders in the workplace: An empirical research of line managers’ wants and needs from leadership development programmes. Ed.D thesis, University of Glasgow.

McGill, Robert (2024) What is justice for the LGBTQ+ person in the Catholic school in Scotland? A Capabilities approach. Ed.D thesis, University of Glasgow.

O’Keeffe, Clíona Mary (2024) Exploring the selection of Catholic primary school Principals in the Republic of Ireland. Ed.D thesis, University of Glasgow.

O’Reilly, Conor (2024) The outlooks of international students when immersed in an Irish higher education setting. Ed.D thesis, University of Glasgow.

Pidzamecky, Ulana Plawuszczak (2024) Flourishing or floundering? Exploring Ukrainian elementary schoolteacher understandings of their professional experience. Ed.D thesis, University of Glasgow.

Primus, Betty D. (2024) Teacher professional development for educational reforms: a multiple-case study of Sabah’s secondary schools. PhD thesis, University of Glasgow.

Reid, Catherine (2024) Getting In: understandings of potential, talent and ability, and access to HE for Scottish young people from areas of high deprivation. PhD thesis, University of Glasgow.

Shanks, Rehana Louise (2024) A Story of Headship. Ed.D thesis, University of Glasgow.

Sithole, Tawona Tennyson (2024) kuwanda huuya: mutualising as intercultural abun-dance in a teaching practice of listening. PhD thesis, University of Glasgow.

Snodgrass, Lindsay (2024) Towards a deeper understanding of the experiences of learners with care experience in Scotland’s Further Education (FE) colleges. PhD thesis, University of Glasgow.

Sofianos, Michail (2024) An investigation of entrepreneurship education in Higher Education in Scotland: what is offered and how does it match the experiences and expectations of lecturers and students. PhD thesis, University of Glasgow.

Vanderhoven, Ellen (2024) A global policy in local context/a local policy in global context: investigating dual VET youth transitions in Coahuila, Mexico. PhD thesis, University of Glasgow.

Watson, Clare (2024) How is an Academic English Skills (AES) module, delivered in a UK Higher Education (HE) setting, understood, and experienced by Chinese students? Ed.D thesis, University of Glasgow.

Williamson, Adam James (2024) Defining the role of the UK asylum interpreter: expectations, realities and training needs. MPhil(R) thesis, University of Glasgow.

Wu, Adrian (2024) Expectancy value narratives of unemployed mid-career workers in Singapore who do not participate in employment related upskilling. Ed.D thesis, University of Glasgow.

Yang, Qian (2024) Scottish-Chinese students’ language use in Chinese complementary school classroom: a translanguaging perspective. PhD thesis, University of Glasgow.