Citations (13)
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Read on this site (7)
Peter Mtika, Dean Robson, Archie Graham & Lindsay MacDougall. (2023) Student teachers’ perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments. Teaching Education 0:0, pages 1-16.
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Ann-Cathrin Faldet & Kari Nes. (2021) Valuing vulnerable children’s voices in educational research. International Journal of Inclusive Education 0:0, pages 1-16.
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Wayne Veck & Michael Hall. (2020) Inclusive research in education: dialogue, relations and methods. International Journal of Inclusive Education 24:10, pages 1081-1096.
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Julie Alderton. (2020) Kelly’s story: transformative identity work in primary mathematics teacher education. Gender and Education 32:2, pages 145-160.
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Antonio M. Amor, Mayumi Hagiwara, Karrie A. Shogren, James R. Thompson, Miguel Ángel Verdugo, Kathryn M. Burke & Virginia Aguayo. (2019) International perspectives and trends in research on inclusive education: a systematic review. International Journal of Inclusive Education 23:12, pages 1277-1295.
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Sarah Parsons, Karen Guldberg, Kaśka Porayska-Pomsta & Rachael Lee. (2015) Digital stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism. International Journal of Research & Method in Education 38:3, pages 247-271.
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Melanie Nind. (2014) Inclusive research and inclusive education: why connecting them makes sense for teachers’ and learners’ democratic development of education. Cambridge Journal of Education 44:4, pages 525-540.
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Articles from other publishers (6)
Kerry Cormier. (2023) Dedication to the craft: developing pre-service teachers into social justice advocates through PDS and poetry. School-University Partnerships 16:2, pages 110-124.
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Loraine McKay & Heather Manning. (2018) Do I Belong in the Profession? The Cost of Fitting In as a Preservice Teacher With a Passion for Social Justice. Journal of Teacher Education 70:4, pages 360-371.
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Loraine McKay & Georgina Barton. (2018) Exploring how arts-based reflection can support teachers' resilience and well-being. Teaching and Teacher Education 75, pages 356-365.
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Karen Guldberg, Sarah Parsons, Kaśka Porayska-Pomsta & Wendy Keay-Bright. (2017) Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in technology-enhanced learning for children with autism. British Educational Research Journal 43:2, pages 394-413.
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Suanne Gibson, Delia Baskerville, Ann Berry, Alison Black, Kathleen Norris & Simoni Symeonidou. (2017) Including students as co-enquirers: Matters of identity, agency, language and labelling in an International participatory research study. International Journal of Educational Research 81, pages 108-118.
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Katharine G. Shepherd, Susan Fowler, Jazarae McCormick, Cynthia L. Wilson & Daniel Morgan. (2016) The Search for Role Clarity. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 39:2, pages 83-97.
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