School Money Matters: A Handbook for Principals

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In addition Pam teaches on EDM120 Learning, teaching and assessment and EDM114 Educational Research Project and Dissemination. Research Development Sharon begins work with parents to develop a deep understanding of their child, their relationship with the child and how that relates to their own life experiences. She supports parents to therapeutically parent their child with PACE (www.ddpnetwork.org/about-ddp/meant-pace/). PACEful parenting helps the child become less reliant on defensive survival strategies and to connect positively with their parents and embrace the joys of social engagement and learning. Parker, P.M. (2008). Promoting Good Academic Practice through Assessment design: A Schools Based Initiative. Assessment in Higher Education 2 July, University of Cumbria. Description: Parker P, Quinsee S, Phillips A, Truscott H, Lloyd A, Eustance C, Slade G, Kandler C, Freeman R, Bartholomew P & Brown S workshop presented about using an approach to work collaboratively across institutions

Parker, P.M. and Goreham, C. (1998). RN/Diploma in Nursing and RN/BSc(Hons) in Nursing, Nursing Progress. Journal for nursing.Parker, P.M. (2014). Teaching Excellence from whose perspective? International Journal of Assessment and Evaluation, 20(4), pp. 35–43. January 1989 – October 1989 Unqualified Nurse Teacher, West Sussex College of Nursing and Midwifery, Southlands Hospital, Shoreham - by - Sea, West Sussex BN4 6TQ Parker, P.M. and Quinsee, S. (2011). Why does the value of interdisciplinarity that lecturers report not transfer to their programmes? AISHE-C annual conference 25-26 August, Dublin. Attenborough, J., Knight, R.-.A. and Parker, P. (2018). Undergraduate student views about assessment workload. Educational Developments, (19.3), pp. 14–16. Pam provides sessions on working with your supervisee and supervisor, preparing for your viva and chairing a viva and developing your conference presentation into a publication. Education Workshops

Until recently he led a specialist multidisciplinary team working with young people at risk of hospital admission or residential care as a consequence of severe challenging behaviour. Most of his work has been with children, young people and adults with neurodevelopmental diagnoses such as learning disability or autism.Students engaging with the learning and teaching agenda for presentation. SEDA spring conference in NewCastle (2014). Parker, P.M. (2003). Assessment of learning in practice. In Glen, S. and Parker, P. (Eds.), Supporting learning in nursing practice (pp. 91–107). Basingstoke, UK: Palgrave Macmillan. ISBN 978-1-4039-0292-4. Sharon joins the wider professional network around the child as required to ensure that her approach is joined up and fits well with multi-agency plans.

Pamela is experienced in working with those who are affected by adversity and trauma; including care-experienced children and their families, as well as the professional networks. As an educational psychologist she can work with schools and settings, building capacity in this important area of young people’s lives. Parker, P.M. and Quinsee, S. (2011). Developing a community to disseminate good practice. The international journal of learning, 17(11), pp. 87–92.Walker, S., Scamell, M. and Parker, P. (2016). Standards for maternity care professionals attending planned upright breech births: A Delphi study. Midwifery, 34, pp. 7–14. doi: 10.1016/j.midw.2016.01.007. Parker, P.M. (1995). Assessment of Professional Practice. European Network for Development of multi professional Education in Health Sciences - annual general meeting 17-18 August, Zaragoza Spain.

Paper: Continuing Professional Development and Maintaining Good Standing of Fellows of the Higher Education Academy Developing a Community to disseminate good practice. 17th International Conference on Learning in Hong Kong (2010). Parker P. (2016) Safeguarding Children with Disabilities. In: Smith L. (eds) Clinical Practice at the Edge of Care. Palgrave Macmillan, Cham Mary is an advanced practitioner in Ayres Sensory Integration (ASI) having achieved a level 4 post-graduate certificate from the University of Ulster in 2019. Mary is combining her expert knowledge of sensory integration with that of trauma and attachment by completing the Sensory Attachment Intervention (SAI) pathway and has completed the foundation module in 2020. An area of increasing interest for Mary is the regulating and sensory benefit to wellbeing in outdoor spaces in nature. To this effect, Mary has trained as a certified Eco Sensory Practitioner, completed in October 2021. Parker, P.M., Attenborough, J., Cunningham, M., Holland, W. and Perkins, J. (2013). Is Teaching Excellence just about being creative? SEDA Annual Conference 14-15 November, Bristol.Sharon is registered with the Nursing Midwifery Council (NMC) and a member of the Royal College of Nursing. She has a MSc (M19) that applies psycho-analytic principles to front line nursing and social work