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Articles

The caring relation in teaching

Pages 771-781 | Published online: 07 Dec 2012

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (112)

Lisa Fernandes. (2024) Preparing student teachers for the inclusion of autistic learners in the further education sector. Research in Post-Compulsory Education 29:2, pages 241-261.
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Dustin Hornbeck & Julia C. Duncheon. (2024) “From an ethic of care to queer resistance”: Texas administrator and teacher perspectives on supporting LGBTQ students in secondary schools. International Journal of Qualitative Studies in Education 37:3, pages 874-890.
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Alison Willis. (2024) Teachers prioritise relationships over curriculum for student well-being. Pedagogy, Culture & Society 32:2, pages 473-489.
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Daniela Freund, Itziar Ramírez García, Karla A. Boluk, Mireia Canut-Cascalló & María López-Planas. (2024) Exploring the gendered tourism entrepreneurial ecosystem in Barcelona and responses required: a feminist ethic of care. Journal of Sustainable Tourism 32:3, pages 637-655.
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Karen Gravett, Carol A. Taylor & Nikki Fairchild. (2024) Pedagogies of mattering: re-conceptualising relational pedagogies in higher education. Teaching in Higher Education 29:2, pages 388-403.
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Mirjam Stroetinga, Yvonne Leeman & Wiel Veugelers. (2024) The views of Dutch primary school principals on contributing to children's upbringing in education and collaborating with parents. Education 3-13 52:2, pages 154-168.
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Jo-Anne Baird, Victoria Elliott & Steve Strand. (2024) Foreword to the fiftieth volume. Oxford Review of Education 50:1, pages 1-5.
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Virginia Grande, Thomas Taro Lennerfors, Anne-Kathrin Peters & Kristina von Hausswolff. (2024) The virtuous, the caring, and the free: ethical theory to understand the ethics of the teacher as a role model in engineering education. European Journal of Engineering Education 49:1, pages 1-21.
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Xiaojing Liu, Yulong Li & Chen Chen. (2024) The professional development of rural teachers in China based on their relationship with “left-behind” children. Asia-Pacific Journal of Teacher Education 52:1, pages 64-81.
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Zilong Yin, Wanying Guo & Yue Wang. (2023) The Effect of Psychological Distress on Adolescents’ Academic Engagement: The Roles of Social-Emotional Competence and Teachers’ Caring Behavior. Psychology Research and Behavior Management 16, pages 5011-5021.
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Danni Xue, Binghai Sun, Weijian Li, Hui Zhou, Fujun Ding & Weilong Xiao. (2023) The Symptom Network Structure of Teachers’ Burnout and Its Connection to Psychological Capital. Psychology Research and Behavior Management 16, pages 3503-3518.
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Eugénia Lopes Azevedo, Carla Sofia Valério Fernandes, Rui Manuel Flores Araújo, Ana Gracinda Alves Ramos & Isabel Maria Ribeiro Mesquita. (2023) How can a facilitator’s caring approach trigger and deepen pre-service teachers’ reflection on their pedagogical practice? A year-long action research study. Reflective Practice 24:6, pages 806-818.
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Jeff Walls. (2023) (Don’t) lean on me: the micropolitics of caring educational leadership. International Journal of Leadership in Education 26:6, pages 980-1004.
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Leslie Ann Locke, Gerta Bardhoshi, Jeremy Swanston & Sojeong Nam. (2023) “I Don’t Want to Be Stereotyped”: A Study with Latinx High School Students Informed by Photovoice. Journal of Latinos and Education 22:5, pages 2051-2069.
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Akane Zusho, Revathy Kumar & Rhonda S. Bondie. (2023) Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform. Educational Psychologist 58:4, pages 244-260.
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Sharon Zumbrunn, Eric Ekholm, Michael Broda & Alison C. Koenka. (2023) Trajectories of Students’ Writing Feedback Attitudes. The Journal of Experimental Education 91:4, pages 676-695.
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Rosanna Wilson, Edward Sellman & Stephen Joseph. (2023) Still surviving, rather than thriving - the need to reimagine post-pandemic wellbeing according to secondary school teachers. Pastoral Care in Education 0:0, pages 1-21.
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Timothy Laurie & Liam Grealy. (2023) Curious care: tacit knowledge and self-trust in doctoral training. Pedagogy, Culture & Society 0:0, pages 1-16.
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Camille Collins Lovell, Elizabeth Salerno Valdez, Jazmine Chan, Elizabeth Beatriz & Aline Gubrium. (2023) ‘It’s whether or not you got people’: school-based social support to address adolescent sexual and reproductive health inequities. Sex Education 23:5, pages 601-616.
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Miriam D. Ezzani, Melanie C. Brooks, Lianne Yang & Amber Bloom. (2023) Islamic school leadership and social justice: an international review of the literature. International Journal of Leadership in Education 26:5, pages 745-777.
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Fleur Diamond & Scott Bulfin. (2023) Care of the profession: teacher professionalism and learning beyond performance and compliance. Pedagogy, Culture & Society 0:0, pages 1-19.
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Eamonn Mitchell, Ann Marie Young, Michaela Hayes & Derbhile de Paor. (2023) A moral madness between policy and practice in the caring role of the cooperating teacher in school placement in Ireland. European Journal of Teacher Education 0:0, pages 1-17.
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Gillian Forrester, Jo Basford, Ruth Hudson & Jim Pugh. (2023) Living and learning through lockdown: a fictionalisation of the challenges and opportunities of homeschooling during a global pandemic. Education 3-13 51:4, pages 557-570.
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Lara K.T. Smetana & Ali Kushki. (2023) Confronting, investigating, and learning from professional identity tensions. European Journal of Teacher Education 0:0, pages 1-19.
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Cory E. Dixon, Jared A. Russell & Alice Buchanan. (2023) Praxis as critical reflection and transformative action: a self-study after teaching PE at a youth development center. Sport, Education and Society 28:4, pages 407-419.
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N. Ilhavenil & K. L. Aravindan. (2023) Modelling teachers’ caring behaviour through the lens of high school students. Journal of Moral Education 52:2, pages 139-156.
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Mags Crean, Dympna Devine, Barbara Moore, Gabriela Martínez Sainz, Jennifer Symonds, Seaneen Sloan & Emma Farrell. (2023) Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic. British Journal of Sociology of Education 44:3, pages 452-466.
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Q Manivannan$suffix/text()$suffix/text(), Dipali Anumol$suffix/text()$suffix/text(), Sinduja Raja$suffix/text()$suffix/text(), Dipti Tamang$suffix/text()$suffix/text(), Khushi Singh Rathore$suffix/text()$suffix/text(), Emma Louise Backe$suffix/text()$suffix/text() & Laura J. Shepherd$suffix/text()$suffix/text(). (2023) Care conversations. International Feminist Journal of Politics 25:2, pages 336-352.
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Naseema Shaik, Colwyn Deborah Martin & Trevor Moodley. (2023) Reframing listening for belonging and participation in early childhood care and education settings: a case in South Africa. Early Years 43:2, pages 228-241.
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Elaine Keane, Manuela Heinz & Andrea Lynch. (2023) Identity matters? ‘Working class’ student teachers in Ireland, the desire to be a relatable and inclusive teacher, and sharing the classed self. International Journal of Inclusive Education 27:3, pages 337-353.
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Colin J. Lewis, Rebecca Sawiuk & Stephen M. Grimes. (2023) “It looks like he cares, but he doesn’t.”: athletes’ experiences of “good” and “bad” care in women’s football. Sports Coaching Review 12:1, pages 108-123.
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Anoop Bhogal-Nair. (2023) Poetic pedagogy: emancipatory spaces of Slam poetry for marketing education. Journal of Marketing Management 39:1-2, pages 49-67.
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David T. Hansen & Yibing Quek. (2023) The call to teach and the ethics of care: a dynamic educational crossroads. Journal of Curriculum Studies 55:1, pages 8-20.
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Anthony Obinna Iwuagwu, Christopher Ndubuisi Ngwu, Prince Chiagozie Ekoh, Samuel Ebimgbo & Akwasi Adjei Gyimah. (2022) An exploration of primary caregivers’ knowledge of dyslexia, awareness of the problems, and supports for elementary school children in Nigeria. Cogent Social Sciences 8:1.
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Håkan Löfgren & Annika Manni. (2022) Valuable everyday encounters in early childhood education: narratives from professionals. Early Years 42:4-5, pages 434-449.
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Keonya C. Booker. (2022) Preservice Teachers and the Notion of Care: An Analysis of Classroom Management Plans. Action in Teacher Education 44:4, pages 330-343.
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Sandra Clare & Kat Clark. (2022) ‘Virtually Pen Green’: developing a synchronous teaching response for adult learners studying early childhood degree programmes during COVID-19. European Early Childhood Education Research Journal 30:5, pages 672-685.
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Ian M. Kinchin. (2022) Exploring dynamic processes within the ecological university: a focus on the adaptive cycle. Oxford Review of Education 48:5, pages 675-692.
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Bryan K. Hotchkins. (2022) Responsive pedagogical love as mitigation against antiblackness. International Journal of Qualitative Studies in Education 35:6, pages 609-629.
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Mary Beth Ressler, Cynthia Apantenco, Lindsay Wexler & Kathleen King. (2022) Preservice Teachers’ Mental Health: Using Student Voice to Inform Pedagogical, Programmatic, and Curricular Change. Action in Teacher Education 44:3, pages 252-268.
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Navé Wald & Tony Harland. (2022) Reconsidering Vygotsky’s ‘more capable peer’ in terms of both personal and knowledge outcomes. Teaching in Higher Education 27:3, pages 417-423.
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Deborah L. Schussler & Lynne Bercaw. (2022) Peering through a Looking Glass: Deconstructing Teacher Candidate Assumptions Using Dispositions. The Teacher Educator 57:2, pages 113-135.
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Kirstin Lewis & Sarah Pearce. (2022) High attaining students, marketisation and the absence of care: everyday experiences in an urban academy. Pedagogy, Culture & Society 30:2, pages 261-280.
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M. Beattie, C. Wilson & G Hendry. (2022) LEARNING FROM LOCKDOWN: EXAMINING SCOTTISH PRIMARY TEACHERS’ EXPERIENCES OF EMERGENCY REMOTE TEACHING. British Journal of Educational Studies 70:2, pages 217-234.
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Karen Gravett & Naomi E. Winstone. (2022) Making connections: authenticity and alienation within students’ relationships in higher education. Higher Education Research & Development 41:2, pages 360-374.
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Ian M. Kinchin. (2022) Care as a threshold concept for teaching in the salutogenic university. Teaching in Higher Education 27:2, pages 171-184.
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Richard Tinning. (2022) Ruminations on reflection and critical pedagogy in sport coaching. Sports Coaching Review 11:1, pages 87-107.
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Stéphanie Gaudet, Isabelle Marchand, Merridee Bujaki & Ivy Lynn Bourgeault. (2022) Women and gender equity in academia through the conceptual lens of care. Journal of Gender Studies 31:1, pages 74-86.
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Stephanie Oudghiri. (2021) Negotiating tensions: an autoethnographic account of classroom-based research. International Journal of Qualitative Studies in Education 34:10, pages 915-927.
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Marit Ulvik, Edel Karin Kvam & Liv Eide. (2021) School Experiences that Make an Impression – A Study on How to Promote Bildung and the Desire to Learn. Scandinavian Journal of Educational Research 65:7, pages 1327-1340.
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Henrik Lindqvist, Robert Thornberg & Gunnel Colnerud. (2021) Ethical dilemmas at work placements in teacher education. Teaching Education 32:4, pages 403-419.
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Steven A. Stolz. (2021) A NARRATIVE APPROACH EXPLORING NOTIONS OF JUSTICE IN EDUCATION. British Journal of Educational Studies 69:4, pages 415-435.
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Tim Baice, Sonia M. Fonua, Ben Levy, Jean M. Allen & Tepora Wright. (2021) How do you (demonstrate) care in an institution that does not define ‘care’?. Pastoral Care in Education 39:3, pages 250-268.
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Eva van Baarle & Tine Molendijk. (2021) Resilience as the Road to Mental Readiness? Reflections from an Ethics-of-care Perspective. Journal of Military Ethics 20:2, pages 129-144.
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Manuel Granjo, José Castro Silva & Francisco Peixoto. (2021) Teacher identity: can ethical orientation be related to perceived competence, psychological needs satisfaction, commitment and global self-esteem?. European Journal of Teacher Education 44:2, pages 158-179.
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Heidi Jancer Ferreira, David Kirk & Alexandre Janotta Drigo. (2021) Pedagogical practices in health promotion: health-related bodily practices for adults and older people. Physical Education and Sport Pedagogy 26:2, pages 210-224.
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Sultana Norozi. (2021) Interacting with newly arrived migrant pupils: a sociocultural perspective. Intercultural Education 32:2, pages 230-245.
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Ellen Nesset Mælan, Hege Eikeland Tjomsland, Oddrun Samdal & Miranda Thurston. (2020) Pupils’ Perceptions of How Teachers’ Everyday Practices Support Their Mental Health: A Qualitative Study of Pupils Aged 14–15 in Norway. Scandinavian Journal of Educational Research 64:7, pages 1015-1029.
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Mari Markussen Lunder & Kjersti Balle Tharaldsen. (2020) Following up with bullied pupils: perceptions from young adults in Norway who were previously exposed to bullying. Emotional and Behavioural Difficulties 25:3-4, pages 264-277.
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Clíona Murray, Manuela Heinz, Ian Munday, Elaine Keane, Niamh Flynn, Cornelia Connolly, Tony Hall & Gerry MacRuairc. (2020) Reconceptualising relatedness in education in ‘Distanced’ Times. European Journal of Teacher Education 43:4, pages 488-502.
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Keith Nabb & Jaclyn Murawska. (2020) Mathematical Knowledge for Teaching Developmental Courses at the Community College: An Unexplored Terrain. Community College Journal of Research and Practice 44:8, pages 563-583.
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Julian Stern. (2020) Alone, together. British Journal of Religious Education 42:3, pages 249-252.
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Natassa Economidou Stavrou. (2020) Looking at the ideal secondary school music teacher in Cyprus: teachers’ and students’ perspectives. Music Education Research 22:3, pages 346-359.
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S. Gavin Weiser. (2020) Failing with proof: Considerations of queerly failing in visual research. Review of Education, Pedagogy, and Cultural Studies 42:3, pages 178-197.
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Melanie Martin & Nyna Amin. (2020) Teacher care work in situations of severe deprivation. Pastoral Care in Education 38:2, pages 156-173.
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John Dohsten, Natalie Barker-Ruchti & Eva-Carin Lindgren. (2020) Caring as sustainable coaching in elite athletics: benefits and challenges. Sports Coaching Review 9:1, pages 48-70.
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Babak Dadvand & Hernan Cuervo. (2020) Pedagogies of care in performative schools. Discourse: Studies in the Cultural Politics of Education 41:1, pages 139-152.
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Theresa A. Chika-James. (2020) Facilitating service-learning through competencies associated with relational pedagogy: a personal reflection. Higher Education Pedagogies 5:1, pages 267-293.
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Koeun Kim. (2019) Being there with children: workplace, teacher body and a caring self. Teachers and Teaching 25:8, pages 1014-1029.
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Hanna Kurland. (2019) School leadership that leads to a climate of care. International Journal of Leadership in Education 22:6, pages 706-730.
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James Nelson. (2019) The Nature of Nurture in Inclusive Religious Education. Religious Education 114:5, pages 624-639.
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Magda Fourie-Malherbe & Birgit Schreiber. (2019) International Youth Alienation and Disengagement: Are “Care-Less” Institutions to Blame?. Journal of College and Character 20:4, pages 352-358.
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Ann Macfadyen, Christine English, Michael Kelleher, Maggie Coates, Colin Cameron & Vanessa Gibson. (2019) ‘Am I doing it right?’ Conceptualising the practice of supervising master’s dissertation students. Higher Education Research & Development 38:5, pages 985-1000.
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Birgitte Lund Nielsen, Hilmar Dyrborg Laursen, Lise Andersen Reol, Helle Jensen, Ana Kozina, Masa Vidmar, Maria Rasmusson, Iris Marušić, Albert Denk, Nina Roczen, Svetlana Jurko & Ales Ojstersek. (2019) Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff. European Journal of Teacher Education 42:3, pages 410-428.
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Babak Dadvand & Hernán Cuervo. (2019) Pedagogies of performative care and school belonging: lessons from an Australian school. British Journal of Sociology of Education 40:3, pages 378-392.
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Aleya James & Nicole M. Shammas. (2018) Teacher care and motivation: a new narrative for teachers in the Arab Gulf. Pedagogy, Culture & Society 26:4, pages 491-510.
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Yvonne Näsman. (2018) The theory of caritative leadership applied to education. International Journal of Leadership in Education 21:4, pages 518-529.
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Robert Thornberg, Linda Wänström, Tiziana Pozzoli & Gianluca Gini. (2018) Victim prevalence in bullying and its association with teacher–student and student–student relationships and class moral disengagement: a class-level path analysis. Research Papers in Education 33:3, pages 320-335.
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Melanie C. Brooks & Agus Mutohar. (2018) Islamic school leadership: a conceptual framework. Journal of Educational Administration and History 50:2, pages 54-68.
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Jo Albin-Clark, Ian Shirley, Maggie Webster & Clare Woolhouse. (2018) Relationships in early childhood education – beyond the professional into the personal within the teacher–child dyad: relationships ‘that ripple in the pond’. Early Child Development and Care 188:2, pages 88-101.
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Eva-Carin Lindgren & Natalie Barker-Ruchti. (2017) Balancing performance-based expectations with a holistic perspective on coaching: a qualitative study of Swedish women’s national football team coaches’ practice experiences. International Journal of Qualitative Studies on Health and Well-being 12:sup2.
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Rebecca E. Linares. (2017) Guided by care: teacher decision-making in a rural intercultural bilingual classroom in Peru. Intercultural Education 28:6, pages 508-522.
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Margo Collier & Linney Wix. (2017) Collaboration and Care in an Art and Special Education Course. Art Education 70:5, pages 34-42.
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Brendan P. Carmody$suffix/text()$suffix/text(). (2017) The Catholic school: non-confessional?. International Studies in Catholic Education 9:2, pages 162-175.
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Margo Collier, Karla V. Kingsley, Brigid Ovitt, Yi-Ling Lin & Juliette Romero Benavidez. (2017) Fostering Collaboration with Families of Children with Disabilities: Online Professional Development for K–12 Teachers. The Teacher Educator 52:2, pages 138-154.
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Marit Ulvik, Kari Smith & Ingrid Helleve. (2017) Ethical aspects of professional dilemmas in the first year of teaching. Professional Development in Education 43:2, pages 236-252.
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Hakim Mohandas Amani Williams. (2017) Teachers’ nascent praxes of care: potentially decolonizing approaches to school violence in Trinidad. Journal of Peace Education 14:1, pages 69-91.
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Christopher P. Brown & Natalie Babiak Weber. (2016) Working with Practicing Teachers in a High-Stakes Teaching Context to Rethink their Pedagogical Practices with Children of Diverse Backgrounds. Action in Teacher Education 38:3, pages 259-277.
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Jasmine D. Williams, Ashley N. Woodson & Tanner LeBaron Wallace. (2016) “Can We Say the N-word?”: Exploring Psychological Safety During Race Talk. Research in Human Development 13:1, pages 15-31.
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Tim Prentki & Madonna Stinson. (2016) Relational pedagogy and the drama curriculum. Research in Drama Education: The Journal of Applied Theatre and Performance 21:1, pages 1-12.
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David L. Brody. (2015) The construction of masculine identity among men who work with young children, an international perspective. European Early Childhood Education Research Journal 23:3, pages 351-361.
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Sari Manninen. (2013) Masculinity and respect in flux: Olli's story. Gender and Education 25:7, pages 872-888.
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Elizabeth Tuckwiller, Harriet Fox, Karly Ball & Jerry St. Louis. More Than Just a “Nod” to Care: Expanding Nel Noddings’ Ethics of Care Framework to Sustain Educator Resilience. Leadership and Policy in Schools 0:0, pages 1-18.
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N. Ilhavenil, K. L. Aravindan & R. Pushpavalli. Campus caring from the lens of preservice teachers. Teaching Education 0:0, pages 1-13.
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Emma Soye. ‘On the frontline’: gangs, teachers, and the ethics of care. British Journal of Sociology of Education 0:0, pages 1-14.
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