Items where authors include "Oxley, Laura"

Article

Goodacre, Emily, Oxley, Laura orcid.org/0000-0002-0143-2812, Zhao, Zhiyu et al. (3 more authors) (2025) Innovative methods to centre children in research:Celebrating 10 years of play with the PEDAL Research Centre. International Journal of Play. ISSN 2159-4953

Oxley, Laura orcid.org/0000-0002-0143-2812 (2025) A work-in-progress report on a longitudinal survey study examining the impact of teaching students with Callous-Unemotional traits and conduct problems, on teacher wellbeing over one academic year. Cambridge educational research e-journal. ISSN 2634-9876 (In Press)

Oxley, Laura orcid.org/0000-0002-0143-2812, O'Farrelly, Christine, Buric, Irena et al. (3 more authors) (2025) An exploration of the impact of Callous-Unemotional traits on teachers’ perceptions of student behaviour difficulties and on students’ enjoyment of school. Emotional and Behavioural Difficulties. ISSN 1741-2692

Oxley, Laura orcid.org/0000-0002-0143-2812 (2025) “They almost seem to revel in their behaviour”:an Interpretative Phenomenological Analysis of the experience of Alternative Provision teachers when teaching students with conduct problems and Callous-Unemotional traits. Qualitative Methods in Psychology Bulletin. ISSN 2044-0820 (In Press)

Oxley, Laura orcid.org/0000-0002-0143-2812 (2025) Exploring teachers’ experiences of working with students presenting with conduct problems and Callous-Unemotional traits:A qualitative interview study-in-progress. Psychology of Education Review. ISSN 1463-9807 (In Press)

Oxley, Laura orcid.org/0000-0002-0143-2812, Asbury, Kathryn orcid.org/0000-0003-0011-457X and Kim, Lisa orcid.org/0000-0001-9724-2396 (2023) The impact of student conduct problems on teacher wellbeing following the onset of the Covid-19 pandemic: an Interpretative Phenomenological Analysis. British Educational Research Journal. ISSN 0141-1926

Oxley, Laura orcid.org/0000-0002-0143-2812 and Kim, Lisa orcid.org/0000-0001-9724-2396 (2023) Newspapers’ portrayal of the teaching profession during the COVID-19 pandemic in England:A content analysis. Psychology of Education Review. pp. 41-48. ISSN 1463-9807

Kim, Lisa orcid.org/0000-0001-9724-2396, Oxley, Laura orcid.org/0000-0002-0143-2812 and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2022) “My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well-being during the COVID-19 pandemic. British Journal of Educational Psychology. pp. 299-318. ISSN 0007-0998

Kim, Lisa orcid.org/0000-0001-9724-2396, Oxley, Laura orcid.org/0000-0002-0143-2812 and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2021) What makes a great teacher during a pandemic? Journal of Education for Teaching. pp. 129-131. ISSN 0260-7476