Citations (46)
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Keiron Hatton, Tracey Maegusuku-Hewett & Jo Redcliffe. (2024) Co-creating experiences through the use of arts in social work education. Social Work Education 0:0, pages 1-19.
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Becky Squires. (2023) The social pedagogy toolkit: relationship-based social work with adults. Social Work Education 0:0, pages 1-7.
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María Alejandra Acosta-Jiménez. (2022) Social work practices towards people with disabilities in Portugal: A reflectiveness proposal for conscious interventions and social work training. Social Work Education 41:5, pages 943-961.
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Karen Shelley & Louise McCuaig. (2020) Socio-critical lenses and threshold concepts in health, sport and physical education teacher education. Sport, Education and Society 25:7, pages 764-778.
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Shanna K. Kattari, Lisa Ingarfield, Michele Hanna, Jeanette McQueen & Kate Ross. (2020) Uncovering issues of ableism in social work education: a disability needs assessment. Social Work Education 39:5, pages 599-616.
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Samantha Fuld. (2020) Demarginalizing Intellectual and Developmental Disabilities in Graduate Social Work Education. Journal of Social Work Education 56:3, pages 508-518.
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Sarah Barradell & Tracy Fortune. (2020) Bounded – The neglected threshold concept characteristic. Innovations in Education and Teaching International 57:3, pages 296-304.
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Shirli Werner & Roni Holler. (2020) Attitudes toward guardianship, social work goals, and perspectives of disability among social work students. Disability and Rehabilitation 42:5, pages 712-721.
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Elaine James, Hannah Morgan & Rob Mitchell. (2019) Innovating adult social work practice—learning from the Named Social Worker for adults with learning disabilities pilots. Social Work Education 38:4, pages 503-515.
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Mark Taylor. (2018) Understanding stories of professional formation during early childhood education and care practice placements. Irish Educational Studies 37:2, pages 227-241.
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Christine Bigby, Clare Tilbury & Mark Hughes. (2018) Social Work Research in the Field of Disability in Australia: A Scoping Review. Australian Social Work 71:1, pages 18-31.
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Elaine James, Mark Harvey & Rob Mitchell. (2018) An Inquiry by Social Workers into Evening Routines in Community Living Settings for Adults with Learning Disabilities. Practice 30:1, pages 19-32.
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Elaine James, Hannah Morgan & Rob Mitchell. (2017) Named social workers – better social work for learning disabled people?. Disability & Society 32:10, pages 1650-1655.
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Lydia Ogden, Carolyn McAllister & Susan Neely-Barnes. (2017) Assessment of Integration of Disability Content into Social Work Education. Journal of Social Work in Disability & Rehabilitation 16:3-4, pages 361-376.
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Elaine James. (2017) Risk and resilience: global learning across the age span, edited by Charlotte L. Clarke, Sarah Rhynas, Matthias Schwannauer and Julie Taylor. Disability & Society 32:7, pages 1113-1115.
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Sarah Barradell. (2017) Moving forth: Imagining physiotherapy education differently. Physiotherapy Theory and Practice 33:6, pages 439-447.
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Sarah Barradell & Tai Peseta. (2017) Putting threshold concepts to work in health sciences: insights for curriculum design from a qualitative research synthesis. Teaching in Higher Education 22:3, pages 349-372.
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Rebecca Fish. (2016) Friends and family: regulation and relationships on the locked ward. Disability & Society 31:10, pages 1385-1402.
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Richard Martin & Anne Hollows. (2016) Practising for Social Work Practice: Integrating Knowledge and Skills for Social Work with Children and Families. Social Work Education 35:5, pages 576-588.
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Zachariah Duke & Peter Mudge. (2016) ‘Dissolving Boundaries’ – An Analysis of Threshold Concepts Within Disability Theology. Journal of Adult Theological Education 13:2, pages 147-162.
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Fran Crawford, Savana Sabine Agustine, Leah Earle, Ahmed Bawa Kuyini-Abubakar, Yoni Luxford & Hurriyet Babacan. (2015) Environmental Sustainability and Social Work: A Rural Australian Evaluation of Incorporating Eco-Social Work in Field Education. Social Work Education 34:5, pages 586-599.
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Kelly Trowbridge & Lisa Mische-Lawson. (2014) Families With Children With Medical Complexity and Self-Management of Care: A Systematic Review of the Literature. Social Work in Health Care 53:7, pages 640-658.
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Karen Soldatic, Georgia van Toorn, Leanne Dowse & Kristy Muir. (2014) Intellectual Disability and Complex Intersections: Marginalisation under the National Disability Insurance Scheme. Research and Practice in Intellectual and Developmental Disabilities 1:1, pages 6-16.
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Barbra Teater & Imogen Taylor. (2013) New directions: introducing the ‘Best Article’ Award. Social Work Education 32:4, pages 421-423.
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Donna Reeve. (2012) Preparation for Practice: Can Philosophy Have a Place in Helping Students Incorporate the Social Model of Disability Within Their Praxis?. Social Work Education 31:2, pages 227-234.
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Articles from other publishers (21)
Julie Rattray. (2023) On the affective threshold of power and privilege. Higher Education 87:6, pages 1829-1843.
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Gloria Kirwan & Breda O’Driscoll. 2023. Handbook of Applied Teaching and Learning in Social Work Management Education. Handbook of Applied Teaching and Learning in Social Work Management Education
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Leah M Janssen, Valerie Flores & Jiawei Cao. (2022) A North Star for Gerontology: Using the Threshold Concept Framework to Transform Ageism Education. The Gerontologist 62:6, pages 797-802.
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Elaine James. (2021) Rights-Based Social Work and the Named Social Worker for Adults with Learning Disabilities: A Policy Intervention 50 Years in the Making. The British Journal of Social Work 51:4, pages 1259-1276.
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Sacha Agrawal, Csilla Kalocsai, Pat Capponi, Sean Kidd, Charlotte Ringsted, David Wiljer & Sophie Soklaridis. (2020) “It was great to break down the walls between patient and provider”: liminality in a co-produced advisory course for psychiatry residents. Advances in Health Sciences Education 26:2, pages 385-403.
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Kim Beasy, Jeana Kriewaldt, Helen Trevethan, Alan Morgan & Bronwen Cowie. (2020) Multiperspectivism as a threshold concept in understanding diversity and inclusion for future teachers. The Australian Educational Researcher 47:5, pages 893-909.
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Hisayo Katsui, Gulmira Kazakunova & Mina C. Mojtahedi. (2020) Changing the paradigm of disability from stigma to equity in university social work education in Kyrgyzstan. Public Administration and Development 40:3, pages 179-185.
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Norah ALZAHRANI. (2020) The development of inclusive education practice: A review of literature. International Journal of Early Childhood Special Education, pages 100-100.
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Laura Steckley. (2020) Threshold concepts in residential child care: Part 1, the selves of learners and their praxis. Children and Youth Services Review 112, pages 104594.
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Cheryl J. Craig, Yali Zou & Gayle Curtis. (2018) The developing knowledge and identity of an Asian-American teacher: The influence of a China study abroad experience. Learning, Culture and Social Interaction 17, pages 1-20.
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Roni Holler & Shirli Werner. (2018) Perceptions towards disability among social work students in Israel: Development and validation of a new scale. Health & Social Care in the Community 26:3, pages 423-432.
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Afsaneh Nahavandi. (2016) Threshold Concepts and Culture-as-Meta-Context. Journal of Management Education 40:6, pages 794-816.
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Julia Budd. (2016) Using Meta-perspectives to Improve Equity and Inclusion. New Zealand Journal of Educational Studies 51:2, pages 227-244.
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Gill Rutherford. (2016) Questioning special needs-ism: Supporting student teachers in troubling and transforming understandings of human worth. Teaching and Teacher Education 56, pages 127-137.
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Patricia Carlisle. (2016) Religion and Spirituality as Troublesome Knowledge: The Views and Experiences of Mental Health Social Workers in Northern Ireland. British Journal of Social Work 46:3, pages 583-598.
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A. Taylor. (2015) A Critical Approach to Human Growth & Development. British Journal of Social Work 45:4, pages 1366-1368.
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C. Bernard, A. Fairtlough, J. Fletcher & A. Ahmet. (2013) A Qualitative Study of Marginalised Social Work Students' Views of Social Work Education and Learning. British Journal of Social Work 44:7, pages 1934-1949.
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Susan Page. (2014) Exploring New Conceptualisations of Old Problems: Researching and Reorienting Teaching in Indigenous Studies to Transform Student Learning. The Australian Journal of Indigenous Education 43:1, pages 21-30.
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