Colette Gray
Biographic Data
| ID | 6739400 |
|---|---|
| NAME | Colette Gray |
| GIVEN NAMES | Colette |
| FAMILY NAME | Gray |
| SIGNATURE | GRAY C |
| AFFILIATIONS | Stranmillis University College, Queen's University, Belfast |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Eecera ethical code for early childhood researchers
The EECERA Ethical Code for Early Childhood Researchers outlines underpinning ethical principles as well as practice guidance to ensure that research undertaken globally within the field of early childhood is done so ethically. This revised ethical code has been expanded to ensure that current global issues such as sustainability and the advancement of technology are evident. It also considers a rising prevalence of desk-based research as we reco…
Digital and multimodal childhoods
Eecera ethical code for early childhood researchers
This issue of the journal will include the EECERA Ethical Code which has been formulated by the EECERA Ethical Sub-committee; Chris Pascal, Tony Bertram, Julia Formosinho, Colette Gray and Margy Whalley.The EECERA ethical code is intended as a guiding framework for all those involved in early childhood research and the publication and dissemination of its results. It is intended that all research conducted by EECERA members, or published and diss…
Added Value or a Familiar Face
As the number of learning support assistants (also referred to as classroom assistants, teaching aides, auxiliary support and paraeducators) employed in the primary sector continues to increase, questions concerning the contribution they make to raising standards of attainment remain to be answered. This article reports evidence from a small-scale study undertaken to evaluate the impact learning support assistants have on the reading attainment o…
No prominent works on this page.
Added Value or a Familiar Face
As the number of learning support assistants (also referred to as classroom assistants, teaching aides, auxiliary support and paraeducators) employed in the primary sector continues to increase, questions concerning the contribution they make to raising standards of attainment remain to be answered. This article reports evidence from a small-scale study undertaken to evaluate the impact learning support assistants have on the reading attainment o…
Eecera ethical code for early childhood researchers
This issue of the journal will include the EECERA Ethical Code which has been formulated by the EECERA Ethical Sub-committee; Chris Pascal, Tony Bertram, Julia Formosinho, Colette Gray and Margy Whalley.The EECERA ethical code is intended as a guiding framework for all those involved in early childhood research and the publication and dissemination of its results. It is intended that all research conducted by EECERA members, or published and diss…
Digital and multimodal childhoods
Eecera ethical code for early childhood researchers
The EECERA Ethical Code for Early Childhood Researchers outlines underpinning ethical principles as well as practice guidance to ensure that research undertaken globally within the field of early childhood is done so ethically. This revised ethical code has been expanded to ensure that current global issues such as sustainability and the advancement of technology are evident. It also considers a rising prevalence of desk-based research as we reco…
Computer Science (4 works) · Pedagogy (4 works) · Psychology (4 works) · Sociology (3 works) · Early childhood education (2 works) · Ethics and Legal Issues in Pediatric Healthcare (2 works) · Acknowledgement (1 work) · Art (1 work) · Child Development and Digital Technology (1 work) · Class (philosophy (1 work)