Citations (17)
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Lidon Lashley. (2023) Stay in your lane experiences of children with Special Education Needs and/or Disabilities in two mainstream primary schools in Guyana. International Journal of Inclusive Education 27:8, pages 921-971.
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Sunil Banga. (2023) Theorising racist hate speech on UK university campuses through a CRT lens. Whiteness and Education 0:0, pages 1-14.
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Eleanore Hargreaves, Denise Buchanan & Laura Quick. (2022) “Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”. Educational Review 74:7, pages 1224-1242.
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Gerry Jeffers & Carmel Lillis. (2021) Responding to educational inequality in Ireland; Harnessing teachers’ perspectives to develop a framework for professional conversations. Educational Studies 0:0, pages 1-27.
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Articles from other publishers (13)
Petar Jolakoski, Arnab Pal, Trifce Sandev, Ljupco Kocarev, Ralf Metzler & Viktor Stojkoski. (2023) A first passage under resetting approach to income dynamics. Chaos, Solitons & Fractals 175, pages 113921.
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Eilís Ní Chorcora, Aibhín Bray & Joanne Banks. (2023) A systematic review of widening participation: Exploring the effectiveness of outreach programmes for students in second‐level schools. Review of Education 11:2.
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Sarah Cant & Anwesa Chatterjee. (2022) Powerful or Disempowering Knowledge? The Teaching of Sociology in English Schools and Colleges. Sociology 57:3, pages 606-624.
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Olga Tzafea. (2023) Inequalities in higher education students’ academic performance. International Journal for Innovation Education and Research 11:4, pages 11-23.
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Cornelia Connolly, Cliona Murray, Bernadine Brady, Gerry Mac Ruairc & Pat Dolan. (2022) New actors and new learning spaces for new times: a framework for schooling that extends beyond the school. Learning Environments Research 26:1, pages 241-253.
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Abdullah Madhesh. (2023) Universities admission policies (Requirements): Exclusionary or inclusionary for applicants with disabilities. International Journal of Educational Research 117, pages 102122.
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Carli Rowell & Hannah Walters. 2022. The Lives of Working Class Academics. The Lives of Working Class Academics
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Emily Lau. (2022) Girls who learn to serve: an ethnography exploring the gendered experience of school-based volunteering. Voluntary Sector Review 13:1, pages 97-115.
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Radhika Garg. (2021) Understanding Tensions and Resilient Practices that Emerge from Technology Use in Asian India Families in the U.S.: The Case of COVID-19. Proceedings of the ACM on Human-Computer Interaction 5:CSCW2, pages 1-33.
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Radhika Garg. (2021) Understanding Families' Non-/Use Practices and Choices: The Case of Smart Speakers and Smart Interactive Toys. Proceedings of the ACM on Human-Computer Interaction 5:CSCW2, pages 1-26.
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Allison J. Gonsalves, Alexandre Soares Cavalcante, Emily Diane Sprowls & Hailey Iacono. (2021) “Anybody can do science if they're brave enough”: Understanding the role of science capital in science majors' identity trajectories into and through postsecondary science. Journal of Research in Science Teaching 58:8, pages 1117-1151.
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Marta Garcia‐Molsosa, Jordi Collet‐Sabé & Carme Montserrat. (2020) The school experience of children in residential care: A multiple case study. Child & Family Social Work 26:1, pages 1-10.
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Tomas Balezentis, Mangirdas Morkunas, Artiom Volkov, Erika Ribasauskiene & Dalia Streimikiene. (2021) Are women neglected in the EU agriculture? Evidence from Lithuanian young farmers. Land Use Policy 101, pages 105129.
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