Reimagining parental engagement in special schools – a practice theoretical approach

Sara Speara School of Management, Anglia Ruskin University, Cambridge, UKCorrespondence[email protected]

https://orcid.org/0000-0002-1693-9018 View further author information

Fiona Spotswoodb School of Management, University of Bristol, Bristol, UK

https://orcid.org/0000-0003-1223-2012 View further author information

Janet Goodallc School of Education, Swansea University, Swansea, West Glamorgan, UK

https://orcid.org/0000-0002-0172-2035 View further author information

Stella Warrend Business and Management Department, University of the West of England, Bristol, UK

https://orcid.org/0000-0002-6303-4123 View further author information

Citations (4)

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Sara Spear, John Parkin, Tommy van Steen & Janet Goodall. (2023) Fostering “parental participation in schooling”: primary school teachers’ insights from the COVID-19 school closures. Educational Review 75:5, pages 932-951.
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Hila Hagage Baikovich & Miri Yemini. (2023) Parent–teacher relationships in international schools in Cyprus: challenges and opportunities. Globalisation, Societies and Education 0:0, pages 1-17.
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Articles from other publishers (2)

Caitlan McLean, Linda Slack-Smith & Paul R Ward. (2023) Using social practice theory to examine parenting: A scoping review. Methodological Innovations 16:3, pages 374-392.
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Cat Jones & Olympia Palikara. (2023) How do parents and school staff conceptualize parental engagement? A primary school case study. Frontiers in Education 8.
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Reimagining parental engagement in special schools – a practice theoretical approach

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Reimagining parental engagement in special schools – a practice theoretical approach

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