Currently browsing: Items authored or edited by Cathy Schofield
https://orcid.org/0000-0003-0684-9016
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Burton, Francesca and Schofield, Cathy
(2011).
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Gisby, Alison and Schofield, Cathy
(2022).
Gray, C.; Turner, R.; Sutton, C.; Petersen, C.; Stevens, S.; Swain, J.; Esmond, B.; Schofield, C. and Thackeray, D.
(2015).
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Kendall, S.; Bloxham, S. and Schofield, C.
(2014).
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McKenzie, Liz and Schofield, Cathy
(2018).
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Schofield, Cathy
(2024).
Schofield, Cathy and Elder, Tracey
(2023).
Schofield, Cathy and Gisby, Alison
(2023).
Schofield, Cathy and Gisby, Alison
(2023).
Schofield, Cathy
(2023).
Schofield, Cathy and Gisby, Alison
(2022).
Schofield, Cathy; Palmer, Andrea and Keech, Caroline
(2019).
Schofield, Cathy and Start, Lucy (2018). Psychology for Dancers: Theory and Practice to Fulfil Your Potential. Abingdon: Routledge.
Schofield, Cathy and McKenzie, Liz
(2018).
Schofield, Cathy
(2017).
Schofield, Cathy
(2017).
Schofield, Cathy
(2016).
Schofield, Cathy
(2016).
Schofield, Cathy and McKenzie, Liz
(2016).
Schofield, C. and Burton, F.L.
(2015).
Schofield, Cathy; McKenzie, Liz and Turner, Rebecca
(2015).
Schofield, Cathy
(2015).
Schofield, Cathy
(2015).
Schofield, Cathy; Kneale, Pauline; Cotton, Debby; Gresty, Karen and Winter, Jennie
(2014).
Schofield, Cathy and McKenzie, Liz
(2014).
Schofield, Cathy
(2014).
Schofield, Cathy (2014). Case study 3.8: Integration of years one and two undergraduate research experience in HND Applied Psychology at Truro-Penwith College. In Developing research-based curricula in college-based higher education AdvanceHE.
Schofield, Cathy; Cotton, Debby; Gresty, Karen; Kneale, Pauline and Winter, Jennie
(2013).
Schofield, Cathy and Rollings, Jess
(2013).
Schofield, Cathy
(2012).
Schofield, Cathy
(2012).
Schofield, Cathy
(2012).
Schofield, Cathy and Burton, Francesca
(2011).
Schofield, Cathy and Burton, Francesca
(2011).
Schofield, Cathy and Dismore, Harriet
(2010).
Schofield, Cathy
(2010).
Schofield, Cathy
(2009).
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Xuereb, Sharon and Schofield, Cathy (2024). An examination of social and cultural factors that may affect engagement in study activities linked to academic writing skills. The Open University, Milton Keynes, UK.