Browse by University of Northampton Authors

Article

• Rose, R. and Doveston, M. (2015) Collaboration across cultures: planning and delivering professional development for inclusive education in India. Support For Learning. 30(3), pp. 177-191. 0268-2141.
• Brown, J. and Doveston, M. (2014) Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination. Teacher Development. 18(4), pp. 495-510. 1366-4530.
• Devecchi, C., Dettori, F., Doveston, M., Sedgwick, P. and Jament, J. (2012) Inclusive classrooms in Italy and England: the role of support teachers and teaching assistants. European Journal of Special Needs Education. 27(2), pp. 171-184. 0885-6257.
• Bell, S., McPhillips, T. and Doveston, M. (2011) How do teachers in Ireland and England conceptualise dyslexia? Journal of Research in Reading. 34(2), pp. 171-192. 0141-0423.
• Doveston, M. and Keenaghan, M. (2010) Teachers and educational psychologists working together: what can we learn? Support for Learning. 25(3), pp. 131-137. 0268-2141.
• Jones, K., Doveston, M. and Rose, R. (2009) The motivations of mentors: promoting relationships, supporting pupils, engaging with communities. Pastoral Care in Education. 27(1), pp. 41-51. 0264-3944.
• McPhillips, T., Bell, S. and Doveston, M. (2009) Identification and intervention for primary pupils with dyslexia in Ireland and England: finding a path through the maze. REACH Journal of Special Needs Education in Ireland. 22(2) 0790-8695.
• Rose, R. and Doveston, M. (2008) Pupils talking about their learning mentors: what can we learn? Educational Studies. 34(2), pp. 145-155. 0305-5698.
• Doveston, M. (2007) Developing capacity for social and emotional growth: an action research project. Pastoral Care in Education. 25(2), pp. 46-54. 0264-3944.
• Doveston, M. and Kenaghan, M. (2006) Growing talent for inclusion: using an appreciative inquiry approach to investigating classroom dynamics. Journal of Research in Special Educational Needs. 6(3), pp. 153-165. 1471-3802.
• Doveston, M. and Keenaghan, M. (2006) Improving classroom dynamics to support students' learning and social inclusion: a collaborative approach. Support for Learning. 21(1), pp. 5-11. 1467-9604.

Book Section

• Doveston, M. and Lodge, U. (2017) Reflections of staff and students on the introduction of Reciprocal Teaching as an inclusive literacy initiative in an English secondary school. In: Milton, M. (ed.) Inclusive Principles and Practices in Literacy Education. Bingley, West Yorkshire: Emerald Publishing Limited. pp. 231-247.
• Rose, R., Doveston, M., Rajanahally, J. and Jament, J. (2014) What is effective inclusion? Interpreting and evaluating a western concept in an Indian context. In: Forlin, C. and Loreman, T. (eds.) Measuring Inclusive Education. London: Emerald. pp. 37-51.
• McPhillips, T., Bell, S. and Doveston, M. (2010) Overcoming barriers to the acquisition of literacy in 21st century inclusive classrooms. In: Rose, R. (ed.) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education. Abingdon: Routledge. pp. 213-226.

Monograph

• Doveston, M. and Keenaghan, M. (2010) Improving group dynamics to support learning and social inclusion: developing and enhancing CPD tutor capacity (Growing Talent for Inclusion, GTI) : Improving group dynamics to support learning and social inclusion developing and enhancing CPD tutor capacity.
• Doveston, M. and Keenaghan, M. (2010) Improving group dynamics to support learning and social inclusion: developing and enhancing CPD tutor capacity (Growing Talent for Inclusion, GTI). (Unpublished)

Conference or Workshop Item

• Rose, R., Doveston, M., Rajanahally, J., Jament, J. and Visser, J. (2013) Supporting inclusive classrooms: can Western approaches to teaching be applied within an Indian context? Paper presented to: 21st Conference of The Asian Federation on Intellectual Disabilities (AFID): Towards Dignity & Quality of Life - Evolving Individual Capacity with Family & Community Participation, New Delhi, India, 2013-10-10.
• Rose, R., Doveston, M., Rajanahally, J., Jament, J. and Visser, J. (2013) Supporting inclusive classrooms: can Western approaches to teaching be applied within an Indian context? Paper presented to: 21st Conference of The Asian Federation on Intellectual Disabilities (AFID): Towards Dignity & Quality of Life - Evolving Individual Capacity with Family & Community Participation, New Delhi, India, 2013-10-10.
• Rose, R. and Doveston, M. (2013) Inclusion through learning: what do we mean by inclusive pedagogies? Paper presented to: Learn 2013: Inclusion through Education and Vocation, Taj Connemara Hotel, Chennai, India, 2013-09-13.
• Rose, R. and Doveston, M. (2013) Inclusion through learning: what do we mean by inclusive pedagogies? Paper presented to: Learn 2013: Inclusion through Education and Vocation, Taj Connemara Hotel, Chennai, India, 2013-09-13.
• McPhillips, T., Bell, S. and Doveston, M. (2008) Enabling communication through increased participation: an evaluation of the teaching methods and approaches used in Ireland and England: a comparative study. Paper presented to: 20th Annual Conference of the Irish Association of Teachers in Special Education (IATSE): Enabling Communication, Dublin, 12 - 14 June 2008. (Unpublished)
• McPhillips, T., Bell, S. and Doveston, M. (2008) How do teachers in England and Ireland conceptualise dyslexia? Paper presented to: European Educational Research Association (ECER) New Researchers/Student Conference, Gothenburg, Sweden, 10 - 12 September 2008. (Unpublished)

Thesis

• Doveston, M. (2016) Building relationships for learning: the role of professionals and paraprofessionals in supporting pupils’ learning and social inclusion. Doctoral thesis. The University of Northampton.