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International Journal of Inclusive Education Volume 18, 2014 - Issue 8
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Articles

Researching teachers' and parents' perceptions of dialogue

Anne Dorthe TveitFaculty of Humanities and Education, University of Agder, Serviceboks 422, 4604, Kristiansand, NorwayCorrespondence[email protected]
Pages 823-835 | Received 02 Apr 2013, Accepted 30 Aug 2013, Published online: 30 Sep 2013

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Read on this site (4)

Janaina Hartveit Lie. (2022) Student participation in dialogue in individual subject curriculum meetings: students’ and parents’ perceptions. International Journal of Inclusive Education 26:9, pages 913-926.
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Halliki Harro-Loit, Meedi Neeme & Karmen Palts. (2021) Students Development Conference Genre Knowledge among Estonian Teachers. European Education 53:1, pages 31-44.
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Begoña Vigo-Arrazola & Belén Dieste-Gracia. (2020) Identifying characteristics of parental involvement: aesthetic experiences and micro-politics of resistance in different schools through ethnographic investigations. Ethnography and Education 15:3, pages 300-315.
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Melissa Sherfinski, Brandi Slider Weekley & Sera Mathew. (2015) Reconceptualising advocacy: creating inclusive education in US universal pre-kindergarten. International Journal of Inclusive Education 19:12, pages 1213-1228.
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Articles from other publishers (1)

Beate Hellawell. (2017) A review of parent-professional partnerships and some new obligations and concerns arising from the introduction of the SEND Code of Practice 2015. British Journal of Special Education 44:4, pages 411-430.
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