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Social Sciences and Humanities

D-Index
41
Citations
9173
World Ranking
4956
National Ranking
839

Overview

Brahm Norwich is affiliated with the University of Exeter in the United Kingdom and has contributed extensively to research in social sciences, with a particular focus on education. Their work spans several subfields, including education, safety research, clinical psychology, sociology and political science, and developmental and educational psychology.

The primary areas of study covered by their research include collaborative teaching and inclusion, disability education and employment, teacher education and leadership studies, early childhood education and development, family and disability support research, children's rights and participation, and reflective practices in education.

Recent publications by Brahm Norwich reflect these themes through various academic venues. Notable papers include:

  • "A critical consideration of 'mental health and wellbeing' in education: Thinking about school aims in terms of wellbeing" (2022), published in the British Educational Research Journal
  • "Review of research literature about the use of lesson study and lesson study-related practices relevant to the field of special needs and inclusive education" (2020), published in the European Journal of Special Needs Education

Other relevant papers associated with them as co-authors or frequent collaborators include:

  • "A critical exploration of inclusion policies of elite UK universities" (2022), British Educational Research Journal
  • "School autonomy and educational inclusion of children with special needs: Evidence from England" (2020), British Educational Research Journal
  • "How lesson study is used in initial teacher education: an international review of literature" (2022), Teacher Development

Their frequent co-authors with whom they have collaborated on multiple occasions include George Koutsouris, Lauren Stentiford, Will Katene, Rob Webster, and Eleni Dimitrellou.

Publication venues in which Brahm Norwich has most frequently published include:

  • European Journal of Special Needs Education
  • British Educational Research Journal
  • Frontiers in Education
  • Teacher Development
  • British Journal of Educational Psychology

Best Publications

  • Teachers' attitudes towards integration / inclusion: a review of the literature

    Elias Avramidis;Brahm Norwich

  • Pupils' views on inclusion: moderate learning difficulties and bullying in mainstream and special schools

    Brahm Norwich;Narcie Kelly

  • Special Teaching For Special Children? Pedagogies For Inclusion

    Ann Lewis;Brahm Norwich

  • Education, Inclusion and Individual Differences: Recognising and Resolving Dilemmas

    Brahm Norwich

  • Dilemmas, diagnosis and de-stigmatization: parental perspectives on the diagnosis of autism spectrum disorders.

    Ginny Russell;Brahm Norwich

  • Cognitive, Emotional and Behavioural Responses to Students with Emotional and Behavioural Difficulties: A model of decision-making

    Maria Poulou;Brahm Norwich

  • Teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties.

    Maria Poulou;Brahm Norwich

  • Dilemmas of difference, inclusion and disability : international perspectives on placement

    Brahm Norwich

  • The importance of peer-support for teaching staff when including children with special educational needs:

    Christopher Boyle;Keith Topping;Divya Jindal-Snape;Brahm Norwich

  • Mapping a pedagogy for special educational needs

    Brahm Norwich;A. N. N. Lewis

  • Dilemmas of Difference, Inclusion and Disability: International Perspectives and Future Directions

    Brahm Norwich

  • SPECIAL SCHOOLS: What future for special schools and inclusion? Conceptual and professional perspectives

    Brahm Norwich

  • Cross-Cultural Perspectives on the Classification of Children With Disabilities Part II. Implementing Classification Systems in Schools

    Margaret J. McLaughlin;Alan Dyson;Katherine Nagle;Martha Thurlow

  • Recognising Value Tensions That Underlie Problems in Inclusive Education.

    Brahm Norwich

  • Preparing teachers to teach pupils with special educational needs in more inclusive schools: evaluating a PGCE development

    Gill Golder;Brahm Norwich;Philip Bayliss

  • How specialized is teaching children with disabilities and difficulties

    Brahm Norwich;Ann Lewis

  • The relationship between attitudes to the integration of children with special educational needs and wider socio‐political views; a US‐English comparison

    Brahm Norwich

  • Self-efficacy and mathematics achievement: A study of their relation.

    Brahm Norwich

  • Changing policy and legislation and its effects on inclusive and special education: a perspective from England

    Brahm Norwich

  • Pupils' perceptions of self and of labels: moderate learning difficulties in mainstream and special schools.

    Narcie Kelly;Brahm Norwich

  • Special Teaching for Special Children? Pedagogies for Inclusion. Inclusive Education.

    Ann Lewis;Brahm Norwich

Frequent Co-Authors

Tamsin Ford
Tamsin Ford University of Cambridge
Harry Daniels
Harry Daniels University of Oxford
Martha L. Thurlow
Martha L. Thurlow University of Minnesota
Alan Dyson
Alan Dyson University of Manchester
Keith Topping
Keith Topping University of Dundee

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