Currently browsing: Items authored or edited by Pamela Shakespeare

Hutchinson, Steven and Shakespeare, Pamela (2010). Standard setting, external regulation and professional autonomy: exploring the implications for university education. In: Higgs, Joy; Fish, Della; Goulter, Ian; Loftus, Stephen; Reid, Jo-anne and Trede, Franziska eds. Education for Future Practice. Practice, Education, Work and Society (3). Rotterdam: Sense Publishers, pp. 75–84.

Hutchinson, Steven; Malone, Caroline and Shakespeare, Pamela (2008). Foundation degrees and work-related pedagogy: a UK initiative. In: World Association of Co-operative Education Symposium, 03-05 Dec 2008, Madrid, Spain.

Shakespeare, Pam and Webb, Christine (2008). Professional identity as a resource for talk: exploring the mentor-student relationship. Nursing Inquiry, 15(4) pp. 270–279.

Hutchinson, Steven and Shakespeare, Pamela (2007). Curriculum, practice and competencies in professional qualification: exploring the quality assurance implications. In: World Association of Co-operative Education Quality Assurance Conference, 13-15 Nov 2007, Charleston, CA.

Shakespeare, Pam (2006). Embodiment and bodily description: common sense data in expert accounts. Qualitative Research in Psychology, 3(1) pp. 59–69.

Shakespeare, Pamela and Clare, Linda (2005). Focusing on task-oriented talk as a way of exploring the interaction between people with early-onset dementia and their carers. Qualitative Research in Psychology, 2(4) pp. 327–340.

Clare, Linda and Shakespeare, Pamela (2004). Negotiating the impact of forgetting: dimensions of resistance in task-oriented conversations between people with early-stage dementia and their partners. Dementia, 3(2) pp. 211–232.

Shakespeare, Pam (2004). Talk, loss, and identity. Illness, Crisis and Loss, 12(1) pp. 10–22.

Shakespeare, Pamela (1996). Aspects of confused speech: a study of verbal interaction between confused and normal speakers. PhD thesis The Open University.

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Atkinson, D.; French, S. and Shakespeare, P. eds. (1993). Reflecting on research practice. Buckingham: Open University Press.