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  • Preparing teachers for inclusive education: using inclusive pedagogy to enhance learning for all

    Florian, L., Linklater, H.
    Cambridge Journal of Education, vol. 40, no. 4, pp. 369-386
    Contributions to Journals: Articles
    Digital Object Identifier

  • Redefining masculinity: new lines of thought

    Ivinson, G.
    Education Review, vol. 22, no. 2, pp. 37-45
    Contributions to Journals: Articles

  • Review of Makings schools different: alternative approach to educating young people

    Sosu, E. M.
    The Psychology of Education Review, vol. 34, no. 1
    Contributions to Journals: Reviews of Books, Films and Articles

  • Shifting the discourse: mediating professional identities in a professional development community

    Ackland, A.
    Educational Journeys and Changing Lives: Adult Student Experiences. Volume 2. Merrill, B., González Monteagudo, J. (eds.). Edición Digital@3, pp. 362-371, 10 pages
    Chapters in Books, Reports and Conference Proceedings: Chapters

  • Special education in an era of inclusion: the end of special education or a new beginning?

    Florian, L.
    The Psychology of Education Review, vol. 34, no. 2, pp. 22-27
    Contributions to Journals: Articles

  • String Quartet No. 4: Written for the Celebrating Haydn Conference in Toronto, supported by The Wirth Institute for Austrian and Central European Studies, The Social Sciences and Humanities Research Council of Canada, and York University, Toronto.

    Palmer, G.
    Non-textual Forms: Compositions
    Online
    Open Access

  • Teacher perceptions of the contribution of home economics to sustainable development education: a global view

    Dewhurst, Y., Pendergast, D.
    Vision 2020: Home economics: Changing Perspectives in a Changing Environment
    Contributions to Conferences: Abstracts

  • The Fiddle at Sea: Tradition and Innovation Among Shetland’s Sailors since the Eighteenth Century

    Wilkins, F.
    Crossing Over: Fiddle and Dance Studies from around the North Atlantic 3. Russell, I., Kearney Guigné, A. (eds.). 51cg: Elphinstone Institute, pp. 5-18, 13 pages
    Chapters in Books, Reports and Conference Proceedings: Chapters
    Open Access

  • The impact of disrupted and disjointed early professional development on beginning teachers

    Fenwick, A., Weir, D.
    Teacher Development, vol. 14, no. 4, pp. 501-517
    Contributions to Journals: Articles
    Digital Object Identifier

  • The move to faculty middle management structures in Scottish secondary schools: a case study

    Anderson, C., Nixon, G.
    School Leadership & Management, vol. 30, no. 3, pp. 249-263
    Contributions to Journals: Articles
    Digital Object Identifier
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