Divya Jindal-Snape
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1 Happy Objects
S Ahmed
The affect theory reader, 29-51, 2010
Theoretical models of culture shock and adaptation in international students in higher education
Y Zhou, D Jindal-Snape, K Topping, J Todman
Studies in higher education 33 (1), 63-75, 2008
Creative learning environments in education—A systematic literature review
D Davies, D Jindal-Snape, C Collier, R Digby, P Hay, A Howe
Thinking skills and creativity 8, 80-91, 2013
Teachers’ attitudes towards inclusion in high schools
C Boyle, K Topping, D Jindal-Snape
Teachers and Teaching 19 (5), 527-542, 2013
A challenge of living? Understanding the psycho-social processes of the child during primary-secondary transition through resilience and self-esteem theories
D Jindal-Snape, DJ Miller
Educational Psychology Review 20 (3), 217-236, 2008
Understanding social learning relations of international students in a large classroom using social network analysis
B Rienties, YF Héliot, D Jindal-Snape
Higher Education 66 (4), 489-504, 2013
The roles and development needs of teachers to promote creativity: A systematic review of literature
D Davies, D Jindal-Snape, R Digby, A Howe, C Collier, P Hay
Teaching and Teacher Education 41, 34-41, 2014
The importance of peer-support for teaching staff when including children with special educational needs
C Boyle, K Topping, D Jindal-Snape, B Norwich
School Psychology International 33 (2), 167-184, 2012
A holistic approach to primary—secondary transitions
D Jindal-Snape, J Foggie
Improving Schools 11 (1), 5-18, 2008
Motivation of scientists in a government research institute
D Jindal‐Snape, JB Snape
Management Decision, 2006
Generalization and maintenance of social skills of children with visual impairments: Self-evaluation and the role of feedback
D Jindal-Snape
Journal of Visual Impairment & Blindness 98 (8), 470-483, 2004
The role of cultural background and team divisions in developing social learning relations in the classroom
B Rienties, NH Nanclares, D Jindal-Snape, P Alcott
Journal of Studies in International Education 17 (4), 332-353, 2013
To let students self-select or not: that is the question for teachers of culturally diverse groups
B Rienties, P Alcott, D Jindal-Snape
Journal of Studies in International Education 18 (1), 64-83, 2014
Multi-dimensional transitions of international students to higher education
D Jindal-Snape, B Rienties
Routledge, 2016
Drama Techniques for the Enhancement of Social-Emotional Development in People with Special Needs: Review of Research.
D Jindal-Snape, E Vettraino
International Journal of Special Education 22 (1), 107-117, 2007
Autistic spectrum disorders and primary-secondary transition
D Jindal-Snape, W Douglas, KJ Topping, C Kerr, EF Smith
International Journal of Special Education 21 (2), 18-31, 2006
Educational transitions: Moving stories from around the world
D Jindal-Snape
Routledge, 2009
Effective education for children with autistic spectrum disorder: Perceptions of parents and professionals
D Jindal-Snape, W Douglas, KJ Topping, C Kerr, EF Smith
International Journal of Special Education 20 (1), 77-87, 2005
The impact of creative learning environments on learners: A systematic literature review
D Jindal-Snape, D Davies, C Collier, A Howe, R Digby, P Hay
Improving schools 16 (1), 21-31, 2013
A longitudinal study exploring perspectives of participants regarding reflective practice during their transition from higher education to professional practice
D Jindal‐Snape, EA Holmes
Reflective Practice 10 (2), 219-232, 2009
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