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Alice Tawell

Alice Tawell

PsyJournalsID: 9827

Doctoral Student Green Templeton College, University of Oxford, Oxford, United Kingdom of Great Britain and Northern Ireland, alice.tawell@education.ox.ac.uk

ORCID: 0000-0001-6403-5331

Last updated: 24.11.2023

Proceeding Articles on PsyJournals.ru Portal 1

Other Author's Publications

Journal articles

  1. Tawell, A., & McCluskey, G. (2021). Utilising Bacchi’s what’s the problem represented to be? (WPR) approach to analyse national school exclusion policy in England and Scotland: a worked example. International Journal of Research and Method in Education, 45(2), 137-149. https://doi.org/10.1080/1743727x.2021.1976750 https://ora.ox.ac.uk/objects/uuid:9534211b-b37d-4f88-9d9c-a75bba8f041b
  2. Thompson, I., Tawell, A., & Daniels, H. (2021). Excluded lives special issue. Emotional and Behavioural Difficulties, 26(1), 1-2. https://doi.org/10.1080/13632752.2021.1903172 https://ora.ox.ac.uk/objects/uuid:e678816f-0818-4c94-8e6c-71d77c857d71
  3. Thompson, I., Tawell, A., & Daniels, H. (2021). Conflicts in professional concern and the exclusion of pupils with SEMH in England. Emotional and Behavioural Difficulties, 26(1), 31-45. https://doi.org/10.1080/13632752.2021.1898769 https://ora.ox.ac.uk/objects/uuid:d2117944-6d65-4abb-9d22-ff06e3e3dba2
  4. Daniels, H., Thompson, I., & Tawell, A. (2019). Practices of exclusion in cultures of inclusive schooling in the United Kingdom. Revista Publicaciones, 49(3), 23-36. https://doi.org/10.30827/publicaciones.v49i3.11402 https://ora.ox.ac.uk/objects/uuid:d8789ac3-055e-4dbc-aabc-869bc28fe169
  5. McCluskey, G., Cole, T., Daniels, H., Thompson, I., & Tawell, A. (2019). Exclusion from school in Scotland and across the UK: Contrasts and questions. British Educational Research Journal, 45(6), 1140-1159. https://doi.org/10.1002/berj.3555 https://ora.ox.ac.uk/objects/uuid:b0f42312-bfb0-442d-8eda-88ee49d4273a
  6. Cole, T., McCluskey, G., Daniels, H., Thompson, I., & Tawell, A. (2019). Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience. Emotional and Behavioural Difficulties, 24(4), 374-390. https://doi.org/10.1080/13632752.2019.1628340 https://ora.ox.ac.uk/objects/uuid:a6f88091-75a8-4422-9d23-09096852aaf6
  7. Daniels, H., Thompson, I., & Tawell, A. (2019). After Warnock: the effects of perverse incentives in policies in England for students with Special Educational Needs. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00036 https://ora.ox.ac.uk/objects/uuid:89d1332f-b1c0-439d-9646-0eb19d6bd882
  8. Thompson, I., & Tawell, A. (2017). Becoming other: social and emotional development through the creative arts for young people with behavioural difficulties. Emotional and Behavioural Difficulties, 22(1), 18-34. https://doi.org/10.1080/13632752.2017.1287342 https://ora.ox.ac.uk/objects/uuid:6054444d-cd9a-4a93-8a11-cd913480162b

Reports

  1. Melhuish, E., Ereky-Stevens, K., Petrogiannis, K., Ariescu, A., Penderi, E., Rentzou, K., Tawell, A., Slot, P., Broekhuizen, M., & Leserman, P. (2015). A review of research on the effects of early childhood education and care (ECEC) on child development. In Curriculum Quality Analysis and Impact Review of European Early Childhood Education and Care (ECEC). CARE - European Early Childhood Education and Care. https://ora.ox.ac.uk/objects/uuid:bb919f6f-cd43-42d8-89ff-da525dc63554
  2. Tawell, A., Thompson, I., Daniels, H., & al., E. (2015). Being Other: The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People. In Oxford University Department of Education. Oxford University Department of Education. https://ora.ox.ac.uk/objects/uuid:54de1398-fcd3-4849-b5f0-0799da9cd1d7