Citations (30)
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Jeffrey Thomas, Janet Dyment & Ian Hay. (2020) ‘It showed me that I was not dumb’ the role of flexible learning programmes in enabling cognitive (re)-engagement. International Journal of Inclusive Education 24:8, pages 809-827.
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Andrew Hickey, Tanya Pauli-Myler & Carly Smith. (2020) Bicycles, ‘informality’ and the alternative learning space as a site for re-engagement: a risky (pedagogical) proposition?. Asia-Pacific Journal of Teacher Education 48:1, pages 45-59.
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Jeff Thomas & Janet Dyment. (2019) The role of flexible learning programs in enabling behavioural engagement. Emotional and Behavioural Difficulties 24:4, pages 405-420.
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Carmel Roofe. (2018) Why can’t everyone pass? Context responsive teaching and learning in urban primary schools. Pedagogy, Culture & Society 26:3, pages 449-466.
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Jeanne Maree Allen, Suzie Wright, Neil Cranston, Jane Watson, Kim Beswick & Ian Hay. (2018) Raising levels of school student engagement and retention in rural, regional and disadvantaged areas: is it a lost cause?. International Journal of Inclusive Education 22:4, pages 409-425.
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Brenda Spotton Visano & Imo Ek-Udofia. (2017) Inclusive financial literacy education for inspiring a critical financial consciousness: an experiment in partnership with marginalised youth. International Journal of Inclusive Education 21:7, pages 763-774.
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Javier F. Casado Pérez, JoLynn V. Carney & Richard J. Hazler. (2017) Student Leadership TEAMs: A Leadership Empowerment Intervention for School (Re)Connectedness. Journal of Counselor Leadership and Advocacy 4:1, pages 77-87.
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Jeff Thomas, Janet Dyment, David Moltow & Ian Hay. (2016) ‘It is my decision, and it's really up to me. But they wanted me to do it’: an exploration of choice in enrolling in a reengagement programme. International Journal of Inclusive Education 20:11, pages 1172-1187.
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Eva O'Gorman, Nancy Salmon & Carol-Anne Murphy. (2016) Schools as sanctuaries: A systematic review of contextual factors which contribute to student retention in alternative education. International Journal of Inclusive Education 20:5, pages 536-551.
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Martin Mills, Glenda McGregor, Aspa Baroutsis, Kitty Te Riele & Debra Hayes. (2016) Alternative education and social justice: considering issues of affective and contributive justice. Critical Studies in Education 57:1, pages 100-115.
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JamieB. Lewis. (2013) New Challenges, New Vision: Why Social Foundations and Teacher Education Partnerships Matter. Educational Studies 49:2, pages 169-182.
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Emiliano Grimaldi. (2012) Neoliberalism and the marginalisation of social justice: the making of an education policy to combat social exclusion. International Journal of Inclusive Education 16:11, pages 1131-1154.
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JeanT. Slobodzian. (2011) A cross‐cultural study: deaf students in a public mainstream school setting. International Journal of Inclusive Education 15:6, pages 649-666.
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David Zyngier. (2011) (Re)conceptualising risk: left numb and unengaged and lost in a no‐man’s‐land or what (seems to) work for at‐risk students. International Journal of Inclusive Education 15:2, pages 211-231.
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Kitty te Riele. (2010) Philosophy of hope: concepts and applications for working with marginalized youth. Journal of Youth Studies 13:1, pages 35-46.
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Carol Reid. (2009) Schooling responses to youth crime: building emotional capital. International Journal of Inclusive Education 13:6, pages 617-631.
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Estelle Swart & Marietjie Oswald. (2008) How teachers navigate their learning in developing inclusive learning communities. Education as Change 12:2, pages 91-108.
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Sue Robson & Sylvester Bonaventure Kanyanta. (2007) Moving towards inclusive education policies and practices? Basic education for AIDS orphans and other vulnerable children in Zambia. International Journal of Inclusive Education 11:4, pages 417-430.
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Articles from other publishers (12)
Alejandro Brice & D'Jaris Coles-White. 2022. Handbook of Research on Opening Pathways for Marginalized Individuals in Higher Education. Handbook of Research on Opening Pathways for Marginalized Individuals in Higher Education
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Naomi Ryan. 2020. Researching Within the Educational Margins. Researching Within the Educational Margins
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Maija Lanas. (2019) Can performing happy childhood be an occupational skill required of students?. Childhood 26:2, pages 250-262.
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Jeanne Allen, Glenda McGregor, Donna Pendergast & Michelle Ronksley-PaviaJeanne Allen, Glenda McGregor, Donna Pendergast & Michelle Ronksley-Pavia. 2019. Young Adolescent Engagement in Learning. Young Adolescent Engagement in Learning
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Aspa Baroutsis & Martin Mills. 2018. Interrogating Belonging for Young People in Schools. Interrogating Belonging for Young People in Schools
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246
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Daniel Poa & Sarah Wright Monod. (2016) The Youth Guarantee Education Initiative and Its Impact on Criminality: Māori Youth Perceptions. Youth Justice 17:1, pages 41-56.
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David Zyngier. (2017) Left Numb and Unengaged. (Re)Conceptualising Risk: What (Seems to) Work for at-Risk Students. Social Sciences 6:1, pages 32.
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Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis & Debra HayesGlenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis & Debra Hayes. 2017. Re-imagining Schooling for Education. Re-imagining Schooling for Education
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Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis & Debra HayesGlenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis & Debra Hayes. 2017. Re-imagining Schooling for Education. Re-imagining Schooling for Education
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Kristof De Witte, Sofie Cabus, Geert Thyssen, Wim Groot & Henriëtte Maassen van den Brink. (2013) A critical review of the literature on school dropout. Educational Research Review 10, pages 13-28.
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Robyn Brandenburg & Jacqueline Z. WilsonJacqueline Z. Wilson. 2013. Pedagogies for the Future. Pedagogies for the Future
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Panayiotis Angelides & Eleni Antoniou. (2012) Understanding the Role of Culture in Developing Inclusive Schools: A Case Study from Cyprus. Journal of School Leadership 22:1, pages 186-209.
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