Currently browsing: Items authored or edited by Janet Collins

Collins, Janet and Hancock, Roger (2004). Primary teaching assistants: learners and learning. David Fulton Publishers Ltd.

Collins, Janet; Harkin, Joe and Nind, Melanie (2002). Manifesto for learning: fundamental principles. London, UK: Continuum.

Pollard, Andrew; Collins, Janet; Simco, Neil; Swaffield, Sue; Warin, Jo and Warwick, Paul (2002). Reflective Teaching: Effective and Evidence-Informed Professional Practice. UK: Continuum.

Collins, Janet and Hancock, Roger eds. (2004). Teaching Assistants in Primary Schools. London: David Fulton.

Johnston-Wilder, Susan and Collins, Janet (2005). 'I was never really there': reflecting on girls' non-participation in school. In: Lloyd, Gwynedd ed. Problem Girls: Understanding and Supporting Troubled and Troublesome Girls and Young Women. UK: Routledge.

Sheehy, Kieron; Hall, Kathy; Benhamin, B.; Collins, Janet and Nind, Melanie (2004). Schooling Year 6: Inclusion or SATuration? In: Hayes, Dennis ed. The RoutledgeFalmer guide to key debates in Education. RoutledgeFalmer.

Cable, Caroline; Eyres, Ian and Collins, Janet (2006). Bilingualism and inclusion: more than just rhetoric? Support for Learning, 21(3) pp. 129–134.

Collins, Janet (2006). Including the silent minority. Perspectives in Education, 24(1) pp. 87–98.

Hall, Kathy; Collins, Janet; Benjamin, Shereen; Nind, Melanie and Sheehy, Kieron (2004). SATurated models of pupildom: Assessment and Inclusion/Exclusion. British Educational Research Journal, 30(6) pp. 801–817.

Nind, Melanie; Benjamin, Shereen; Sheehy, Kieron; Collins, Janet and Hall, Kathy (2004). Methodological challenges in researching inclusive school cultures. Educational Review, 56(3) pp. 259–270.

Benjamin, Shereen; Nind, Melanie; Hall, Kathy; Collins, Janet and Sheehy, Kieron (2003). Moments of Inclusion and Exclusion: pupils negotiating classroom contexts. British Journal of Sociology of Education, 24(5) pp. 547–558.

Sheehy, K.; Rix, J.; Collins, J.; Hall, K.; Nind, M. and Wearmouth, J. (2009). A systematic review of whole class, subject based, pedagogies with reported outcomes for the academic and social inclusion of pupils with special educational needs in mainstream classrooms. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, UK.

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