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1	Why we don't always say what we mean: Linguistic Politeness and Intercultural Competence
	Victoria, Mabel. - 2022
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2	Reflections from the peer-supported writing and wellbeing program, write smarter feel better
	Fox-Harding, Caitlin; Carew, Melanie; Harrington, Karra
	In: Research outputs 2022 to 2026 (2022)
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3	Reflections from the peer-supported writing and wellbeing program, write smarter feel better
	Fox-Harding, Caitlin; Carew, Melanie; Harrington, Karra
	In: Research outputs 2022 to 2026 (2022)
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4	Defining Health Care Marketing
	Futrell, Gary
	In: Association of Marketing Theory and Practice Proceedings 2022 (2022)
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5	Exploring early career teachers' experiences of classroom behaviour they perceive as challenging and the continuous professional development that supports them.
	Sutton, A. - : University of Exeter, 2022. : Graduate School of Education, 2022
	Abstract: Teaching can be an emotionally exhausting profession, with student behaviour frequently cited as a significant source of stress that can negatively impact teacher wellbeing and lead to burnout (Chang, 2009). Government data indicates that approximately 32% of teachers in England leave the profession within their first five years of teaching (DfE, 2020b). To address teacher retention and wellbeing, it is important to consider effective ways in which teachers, particularly those early in their careers, can be supported with classroom behaviour that they perceive as challenging. This study comprises of two distinct phases. The first phase consists of a systematic literature review of effective CPD approaches and models for supporting teachers with classroom behaviour. Sixteen primary studies were selected for review and the findings were synthesised using a narrative synthesis approach (Popay et al., 2006). The second phase of this study examines how early career teachers (ECTs) describe their perceptions of, attitudes towards, and responses to behaviour that they perceive as challenging. It also explores ECTs’ experiences of CPD and considers their views on effective support in regard to classroom behaviour. Teachers in their first, second or third year of teaching (N = 10) participated in semi-structured interviews and findings were analysed using Reflexive Thematic Analysis (Braun & Clarke, 2019, 2020). The findings of the systematic literature review indicate that effective interventions tend to target either teacher behaviour or teacher cognition, or both, as a means to change. Effective interventions typically use a combination of traditional and transmissive CPD models (Kennedy, 2005) and include active-based learning methods, goal setting or needs assessment, and opportunities to develop relationships with peers or receive personalised feedback from a coach or mentor. The results of the thematic analysis demonstrate how the overarching theme of professional values and beliefs informs how ECTs talk about and respond to challenging behaviour. Four additional themes were identified. The first indicates that ECTs’ perceptions of and attitudes toward particular behaviours point to their views about what a teacher is and does; the second theme explores the tensions experienced by ECTs when determining how to manage classroom behaviour while also meeting the needs of all the children in their class; the third considers that while ECTs generally attribute behaviour that they find challenging to causes outside of their control, this does not prevent them from seeing themselves as impacting classroom behaviour and contributing positively to the solution; and the fourth theme demonstrates that ECTs value support from their colleagues, as well as CPD training activities that are relevant to their circumstances and delivered by those who understand their schools’ context. The study concludes by exploring implications for educational psychologists. It considers future directions for their role in the development, delivery, and facilitation of CPD that supports teachers, particularly those in the early stages of their career, with classroom behaviour that they find challenging.
	Keyword: classroom behaviour; continuous professional development; Early career teacher; wellbeing
	URL: http://hdl.handle.net/10871/129101
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6	The Componential Model of Reading: A Comprehensive Examination of Word Reading in Syrian Refugee Children
	Capani, Angela M.. - : University of Toronto, 2022
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7	Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-in to a whole-school approach
	Jefferies, Willow. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
	In: Theses: Doctorates and Masters (2021)
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8	Family E-Chat Group Use Was Associated with Family Wellbeing and Personal Happiness in Hong Kong Adults Amidst the COVID-19 Pandemic
	Gong; Wong; Ho...
	In: International Journal of Environmental Research and Public Health ; Volume 18 ; Issue 17 (2021)
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9	Students’ Perceptions of Verbal and Non-Verbal Communication Behaviors during and after the COVID-19 Pandemic
	Gabriel-Mugurel Dragomir; Marcela Alina Fărcașiu; Simona Șimon
	In: Applied Sciences ; Volume 11 ; Issue 18 (2021)
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10	Existential Suffering in Palliative Care: An Existential Positive Psychology Perspective
	Paul T. P. Wong; Timothy T. F. Yu
	In: Medicina ; Volume 57 ; Issue 9 (2021)
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11	Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers
	Torepe, Toni; Macfarlane , Angus; Macfarlane, Sonja. - : Exeley, Inc., 2021
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12	Social prescribing for migrants in the United Kingdom: A systematic review and call for evidence.
	Zhang, CX; Wurie, F; Browne, A. - 2021
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13	Autistic people's access to bilingualism and additional language learning: Identifying the barriers and facilitators for equal opportunities
	Digard, Bérengère G.; Davis, Rachael; Fletcher-Watson, Sue. - : Frontiers, 2021
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14	Evidence for implementation of interventions to promote mental health in the workplace : a systematic scoping review protocol
	Paterson, Charlotte; Leduc, Caleb; Maxwell, Margaret. - 2021
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15	Evidence for implementation of interventions to promote mental health in the workplace: a systematic scoping review protocol
	Paterson, Charlotte; Leduc, Caleb; Maxwell, Margaret. - : Springer Science and Business Media LLC, 2021
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16	A quantitative analysis of educators' attitudes toward wellbeing promotion in Irish post-primary schools
	Byrne, David; McGuinness, Colm; Carthy, Aiden
	In: Other Resources (2020)
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17	Prophets, pastors and profiteering: exploring external providers’ enactment of pastoral power in school wellbeing programs
	McCuaig, Louise; Woolcock, Liz; Stylianou, Michalis. - : Routledge, 2020
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18	Evaluation of Culturally and Linguistically Diverse teen and Youth Mental Health First Aid
	Slewa-Younan, Shameran (R12399); Uribe Guajardo, Maria G. (R19309); Kelly, Claire. - : Penrith, N.S.W., Western Sydney University, 2019
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19	The Successes and Challenges of Syrian Refugee Families in Canada: A Follow-Up Study
	Shamim, Abir. - 2019
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20	From Expectation To Experience: My Changing Identity As A Chinese International Student
	Wang, Yin
	In: Electronic Thesis and Dissertation Repository (2019)
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