Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy, to School of Education, College of Social Sciences, University of Glasgow, March 2017.
Thesis
Ph.D. University of Glasgow 2017 School of Education.
Bibliography
Includes bibliographical references (pages 231-265).
Access
Due to embargo issues this thesis is not available for consultation without the author's permission until 28 March 2021.
Note
Electronic version (edited version) also available after embargo period via Enlighten : Theses http://theses.gla.ac.uk/8048/