Citations (13)
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Read on this site (4)
Maria Patsarika. (2014) New capitalism, educational modernisation and the new role of the professional student. Discourse: Studies in the Cultural Politics of Education 35:4, pages 527-539.
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R. Parnell & M. Patsarika. (2011) Young people's participation in school design: exploring diversity and power in a UK governmental policy case-study. Children's Geographies 9:3-4, pages 457-475.
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Michael Fielding
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Michael Fielding. (2000) Community, philosophy and education policy: against effectiveness ideology and the immiseration of contemporary schooling. Journal of Education Policy 15:4, pages 397-415.
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Barbara L. McCombs. (2017) Historical Review of Learning Strategies Research: Strategies for the Whole Learner—A Tribute to Claire Ellen Weinstein and Early Researchers of This Topic. Frontiers in Education 2.
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Julia Flutter. 2016. Transformative Doctoral Research Practices for Professionals. Transformative Doctoral Research Practices for Professionals
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Benjamin Kutsyuruba, Don A. Klinger & Alicia Hussain. (2015) Relationships among school climate, school safety, and student achievement and well-being: a review of the literature. Review of Education 3:2, pages 103-135.
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Bernardita Munoz Chereau. (2013) Agregar o no agregar valor contextual en lenguaje: un estudio de caso instrumental en dos establecimientos chilenos de educación media. Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana 50:2, pages 28-50.
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Tristan McCowan. (2010) School democratization in prefigurative form: two Brazilian experiences. Education, Citizenship and Social Justice 5:1, pages 21-41.
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Eileen Carnell. (2016) Understanding and enriching young people's learning: issues, complexities and challenges®. Improving Schools 8:3, pages 269-284.
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Sonja Grover. (2005) The Views of Youth on Their Educational Rights: A Case Study of Secondary Students from two Northern Ontario High Schools. Learning Environments Research 8:2, pages 177-193.
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Michael Fielding. (1999) Radical collegiality: Affirming teaching as an inclusive professional practice. The Australian Educational Researcher 26:2, pages 1-34.
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