https://orcid.org/0000-0001-9400-4851
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Friðborg Jónsdóttir & Jóhanna Einarsdóttir. (2023) Professional support for teachers and children in diverse classrooms. Early Years 43:4-5, pages 1001-1015.
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Diana K. Garlough & Rachelle S. Savitz. (2023) White teachers developing racial identity awareness and critical consciousness through critical reflexivity. Whiteness and Education 8:2, pages 283-312.
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Nikoletta Gulya & Anikó Fehérvári. (2023) Fostering culturally responsive pedagogy related competencies among pre-service teachers: a systematic review of the recent research literature. Research Papers in Education 0:0, pages 1-31.
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Elia Fernández-Díaz, Carlos Rodriguez-Hoyos & Adelina Calvo-Salvador. (2023) “Promoting participation through visual narrative inquiry to recreate teacher learning-practice”. Professional Development in Education 0:0, pages 1-16.
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Ho Cheong Lam. (2022) Teachers’ understanding of cultural diversity: phenomenography of ethnically diverse children in Hong Kong. Multicultural Education Review 14:1, pages 28-47.
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Philip E. Poekert, Sue Swaffield, Ema K. Demir & Sage A. Wright. (2020) Leadership for professional learning towards educational equity: a systematic literature review. Professional Development in Education 46:4, pages 541-562.
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Articles from other publishers (18)
Jair J. Aguilar & Seokmin Kang. (2023) Innovating with in-service mathematics teachers’ professional development: The intersection among mixed-reality simulations, approximation-of-practice, and technology-acceptance. International Electronic Journal of Mathematics Education 18:4, pages em0750.
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Helen M. Ernst, Jörg Wittwer & Thamar Voss. (2023) Do they know what they know? Accuracy in teacher candidates' self‐assessments and its influencing factors. British Educational Research Journal 49:4, pages 649-673.
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Donna L. Pasternak, Sarah D. Harris, Calvin Lewis, Molly A. Wolk, Xinzhi Wu & Leanne M. Evans. (2023) Engaging culturally responsive practice: Implications for continued learning and teacher empowerment. Teaching and Teacher Education 122, pages 103976.
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Matthew D. Rice. 2023. Social Justice and Culturally-Affirming Education in K-12 Settings. Social Justice and Culturally-Affirming Education in K-12 Settings
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Linda Evans. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Brian Vassallo. (2020) Leading the multicultural school: Some insights from dedicated school leaders. Management in Education 36:4, pages 159-166.
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Marilyn Naidoo. (2022) Nurturing Intercultural Theological Education towards Social Justice Ideals in South Africa. Religions 13:9, pages 830.
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Catharyn C. Shelton, Rachelle Curcio, Jeffrey P. Carpenter & Stephanie E. Schroeder. (2022) Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram. TechTrends 66:5, pages 837-854.
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Rui Maio, Sofia Guichard & Joana Cadima. (2022) In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables. Social Psychology of Education 25:2-3, pages 509-534.
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Zainal Berlian & Miftachul Huda. (2022) Reflecting Culturally Responsive and Communicative Teaching (CRCT) through Partnership Commitment. Education Sciences 12:5, pages 295.
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Nikolett Szelei, Ines Devlieger, An Verelst, Caroline Spaas, Signe Smith Jervelund, Nina Langer Primdahl, Morten Skovdal, Marianne Opaas, Natalie Durbeej, Fatumo Osman, Emma Soye, Hilde Colpin, Lucia De Haene, Sanni Aalto, Reeta Kankaanpää, Kirsi Peltonen, Arnfinn J. Andersen, Per Kristian Hilden, Charles Watters & Ilse Derluyn. (2022) Migrant Students’ Sense of Belonging and the Covid‐19 Pandemic: Implications for Educational Inclusion. Social Inclusion 10:2.
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Ana Cláudia Ribeiro de Souza & Michele Waltz Comarú. (2022) Os desafios do Ensino na Educação Profissional. Educitec - Revista de Estudos e Pesquisas sobre Ensino Tecnológico 8:jan./dez., pages e193722.
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Godlove Lawrent. (2022) Social Climate and Teacher Professional Development in Tanzania. International Journal of Teacher Education and Professional Development 5:1, pages 1-13.
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Nikolett Szelei, Ana Sofia Pinho & Luís Tinoca. (2021) ‘Foreigners in Our Schools’ : Cultural Diversity, Othering, and the Desire for Justice in Schools. Urban Education, pages 004208592110584.
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Michele Biasutti, Eleonora Concina, Sara Frate & Ibrahim Delen. (2021) Teacher Professional Development: Experiences in an International Project on Intercultural Education. Sustainability 13:8, pages 4171.
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María Concepción Domínguez Garrido, Adiela Ruiz-Cabezas, María Castañar Medina Domínguez, María Cecilia Loor Dueñas, Eufrasio Pérez Navío & Antonio Medina Rivilla. (2020) Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development. Sustainability 12:23, pages 9934.
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