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Citations (15)
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Pablo Rodríguez Herrero, Agustín de la Herrán Gascón & Belén Poveda García-Noblejas. (2023) How Do School Principals Perceive Education that Includes Death? A Phenomenological Study. Leadership and Policy in Schools 22:4, pages 1052-1065.
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Pablo Rodríguez Herrero, Agustín de la Herrán Gascón & Pablo García Sempere. (2023) Impact of a teacher-training MOOC on the Pedagogy of Death during the pandemic. Death Studies 47:7, pages 804-813.
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Pablo Rodríguez Herrero, Bianca Fiorella Serrano Manzano & Agustín de la Herrán Gascón. (2023) ‘Death livens you up’: death education through the eyes of adolescents. Pedagogy, Culture & Society 0:0, pages 1-14.
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Bianca Fiorella Serrano Manzano, Pablo Rodríguez Herrero & Agustín de la Herrán Gascón. (2023) “Mum, when we die, what do you think happens?” A qualitative study of views on death education among Spanish families. Death Studies 0:0, pages 1-11.
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Juan Carlos Sánchez-Huete, Agustín de la Herrán Gascón, Pablo Rodríguez Herrero & Gregorio Pérez-Bonet. (2022) The presence of death in Spanish education law (1812–2006). Death Studies 46:10, pages 2354-2365.
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Agustín de la Herrán Gascón, Pablo Rodríguez Herrero, Isabel Rodríguez Peralta & Juan José Medina Rodríguez. (2022) The Pedagogy of death and special needs education. A phenomenological study. European Journal of Special Needs Education 37:5, pages 747-760.
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Raven Weaver, Cory Bolkan & Autumn Decker. (2022) High death anxiety and ambiguous loss: Lessons learned from teaching through the COVID-19 pandemic. Gerontology & Geriatrics Education 43:1, pages 43-54.
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Articles from other publishers (8)
Martin Lytje & Atle Dyregrov. (2023) When Young Children Grieve: Perspectives from Day Care Staff on Supporting Parents and Children through Illness and Loss. OMEGA - Journal of Death and Dying, pages 003022282311668.
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Anabel Ramos-Pla, Isabel del Arco & Anna Espart. (2023) Pedagogy of death within the framework of health education: The need and why teachers and students should be trained in primary education. Heliyon 9:4, pages e15050.
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Cong Fu, Stinne Glasdam, Sigrid Stjernswärd & Hongxuan Xu. (2023) A Qualitative Systematic Review About Children’s Everyday Lives when a Parent Is Seriously Ill with the Prospect of Imminent Death - Perspectives of Children and Parents. OMEGA - Journal of Death and Dying, pages 003022282211497.
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Ines Testoni. (2022) New Psychological Perspectives on Death and Dying—Between Normality and the COVID-19 Emergency. Behavioral Sciences 12:11, pages 414.
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Elvira Molina-Fernández & Irene Moreno Vilches. (2022) ¿Es la educación para la muerte un tabú en la investigación educativa hispanohablante?. Revista Complutense de Educación 33:3, pages 447-458.
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Iraklis Grigoropoulos. (2022) Can We Talk About Life Without Taking Death Into Account? Early Childhood Educators’ Self-Perceived Ability to Approach the Topic of Death With Children. OMEGA - Journal of Death and Dying, pages 003022282110577.
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Raúl Sánchez Aguilar, Natalia Bascaran Virto, Silvia Díaz Martín, Marta Marín Díaz & Sara Rodríguez Cuadrado. (2021) Intervención escolar sobre la muerte a partir del currículo español en educación infantil y primaria. SUMMA. Revista disciplinaria en ciencias económicas y sociales 3:2, pages 1-19.
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Ines Testoni, Erika Iacona, Cecilia Corso, Sara Pompele, Laura Dal Corso, Hod Orkibi & Michael Alexander Wieser. (2021) Psychology Students' Perceptions of COVID-19 in a Death Education Course. Frontiers in Public Health 9.
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