Citations (47)
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Sally Baker, Clemence Due, Prasheela Karan & Megan Rose. (2024) Teaching for diversity: university educators’ accounts of care work and emotional labour with CALD students. Teaching in Higher Education 29:2, pages 567-583.
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Kari L. Sherwood & Shanna K. Kattari. (2023) Reducing Ableism in Social Work Education Through Universal Design for Learning and Policy. Journal of Social Work Education 59:1, pages 119-132.
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Almudena Cotán, Rafael Carballo & Yolanda Spinola-Elias. (2021) Giving a voice to the best faculty members: benefits of digital resources for the inclusion of all students in Arts and Humanities. International Journal of Inclusive Education 0:0, pages 1-18.
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Rafael Carballo, Beatriz Morgado & M. Dolores Cortés-Vega. (2021) Transforming faculty conceptions of disability and inclusive education through a training programme. International Journal of Inclusive Education 25:7, pages 843-859.
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Jelle Mampaey, Vanja Schtemberg, Jos Schijns, Jeroen Huisman & Arild Wæraas. (2020) Internal branding in higher education: dialectical tensions underlying the discursive legitimation of a new brand of student diversity. Higher Education Research & Development 39:2, pages 230-243.
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Abdul Jabbar & Mohammed Mirza. (2019) Managing diversity: academic’s perspective on culture and teaching. Race Ethnicity and Education 22:5, pages 569-588.
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Cosmin I. Nada & Helena C. Araújo. (2019) ‘When you welcome students without borders, you need a mentality without borders’ internationalisation of higher education: evidence from Portugal. Studies in Higher Education 44:9, pages 1591-1604.
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Víctor-Hugo Perera-Rodríguez & Anabel Moriña Díez. (2019) Technological challenges and students with disabilities in higher education. Exceptionality 27:1, pages 65-76.
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Anabel Moriña, Rosario López-Gavira & Beatriz Morgado. (2017) How do Spanish disability support offices contribute to inclusive education in the university?. Disability & Society 32:10, pages 1608-1626.
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Anabel Moriña, Rosario López-Gavira & Victor M. Molina. (2017) What if we could Imagine an Ideal University? Narratives by Students with Disabilities. International Journal of Disability, Development and Education 64:4, pages 353-367.
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Anabel Moriña. (2017) ‘We aren’t heroes, we’re survivors’: higher education as an opportunity for students with disabilities to reinvent an identity. Journal of Further and Higher Education 41:2, pages 215-226.
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Anabel Moriña. (2017) Inclusive education in higher education: challenges and opportunities. European Journal of Special Needs Education 32:1, pages 3-17.
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Jan Selmer, Charlotte Jonasson & Jakob Lauring. (2014) Knowledge processing and faculty engagement in multicultural university settings: A social learning perspective. Journal of Further and Higher Education 38:2, pages 211-229.
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Anabel Moriña, María Dolores Cortés & Noelia Melero. (2014) Inclusive curricula in Spanish higher education? Students with disabilities speak out. Disability & Society 29:1, pages 44-57.
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Articles from other publishers (33)
Heather McCambly & Quinn Mulroy. (2024) Constructing an Educational “Quality” Crisis: (E)quality Politics and Racialization Beyond Target Beneficiaries. Educational Evaluation and Policy Analysis 46:2, pages 192-221.
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Radha Yadav, Atul Shiva & Sumit Narula. (2022) Exploring private university attractiveness from students’ perspective to ensure sustainable institutes: an empirical investigation from Indian perspective. Asia-Pacific Journal of Business Administration 16:1, pages 170-203.
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Emily Ruedinger, Yolanda N. Evans, Do-Quyen Pham & Laura Hooper. (2024) Just-in-Time Strategies to Reduce the Effect of Interviewer Bias During Trainee Recruitment. Academic Pediatrics.
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Cheryl L. Auch & Courtney A. Vengrin. (2023) Defining Learning Communities in the Veterinary Medicine Curriculum. Medical Science Educator 34:1, pages 153-160.
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Almudena Cotán Fernández. (2022) Experiencias de los estudiantes con discapacidad durante la pandemia de COVID-19: desafíos y oportunidades para el aprendizaje. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-14.
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Cosmin Ionut Nada, Josef Ploner & Laleh Esteki. (2022) “They Just Signed and Stamped Papers”. Journal of International Students 13:2.
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Serge Herzog. (2022) Classroom Diversity and College Student Dropout: New Evidence from Panel Data and Objective Measures. Innovative Higher Education 47:4, pages 609-637.
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Cosmin I. Nada & Justyna Legutko. (2022) “Maybe we did not learn that much academically, but we learn more from experience” – Erasmus mobility and its potential for transformative learning. International Journal of Intercultural Relations 87, pages 183-192.
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Patricia Neville. (2022) The 'leaky' BAME pipeline in UK dentistry. British Dental Journal.
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Zh. N. Shmeleva & V. I. Litovchenko. The use of digital technologies in the inclusive education implementation at the university. The use of digital technologies in the inclusive education implementation at the university.
Joshua R. Brown, Tristan Devick & Connor Zielinski. (2021) A Culturally Relevant Approach to Food Customs in the German Curriculum. Die Unterrichtspraxis/Teaching German 54:2, pages 181-199.
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Katharine Hubbard, Michael O’Neill & Stuart Nattrass. (2020) Levelling the playing field: The effect of including widening participation in university league tables. International Review of Education 67:3, pages 273-304.
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Almudena Cotán, Arecia Aguirre, Beatriz Morgado & Noelia Melero. (2021) Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education. Sustainability 13:6, pages 3031.
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Lynn Vos & Stephen J. Page. (2020) Marketization, Performative Environments, and the Impact of Organizational Climate on Teaching Practice in Business Schools. Academy of Management Learning & Education 19:1, pages 59-80.
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Angela Ann Owens. (2020) Filling in some gaps: A pre-nursing bioscience and study skills intervention. Collegian 27:1, pages 141-146.
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Anabel Moriña & Rafael Carballo. (2020) UNIVERSIDAD Y EDUCACIÓN INCLUSIVA: RECOMENDACIONES DESDE LA VOZ DE ESTUDIANTES ESPAÑOLES CON DISCAPACIDAD. Educação & Sociedade 41.
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Beatriz Morgado Camacho, Rosario Lopez-Gavira & Anabel Moriña Díez. (2017) The ideal university classroom: Stories by students with disabilities. International Journal of Educational Research 85, pages 148-156.
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Anabel Moriña, M. Dolores Cortés-Vega & Víctor M. Molina. (2015) What if we could imagine the ideal faculty? Proposals for improvement by university students with disabilities. Teaching and Teacher Education 52, pages 91-98.
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