Article Title,Year,Volume,Issue,Page Range,Author
Understanding the causes and management of problem behaviour in Zimbabwean schools: teacher perceptions,2014,18,11,1091-1106,Chitiyo
Sustaining Friendships Relationships and Rights at School,2013,17,8,793-811,MacArthur
Serious games for learning: games-based child sexual abuse prevention in schools,2014,18,9,934-956,Scholes
Truly Included? A Literature Study Focusing on the Social Dimension of Inclusion in Education,2013,17,1,60-79,Colpin
Using a transdisciplinary model to address inequities in field placements for teacher candidates with disabilities,2012,16,2,185-206,Bargerhuff
Thinking allowed: use of egocentric speech after acquired brain injury,2011,15,9,925-939,Rees
You can lose what you never had,2016,20,1,52-66,Cobb
Walking the talk: towards a more inclusive field of disability studies,2016,20,1,67-90,Opini
Mixed schools versus single-sex schools: are there differences in the academic results for boys and girls in Catalonia?,2016,20,2,149-167,Garcia-Gracia
Participation in community arts: lessons from the inner-city,2016,20,3,331-346,Lawthom
A raison d'être for making a reggae opera as a pedagogical tool for psychic emancipation in (post)colonial Jamaica,2016,20,3,278-291,Bell
Schools as sanctuaries: a systematic review of contextual factors which contribute to student retention in alternative education,2016,20,5,536-551,O'Gorman
Construction and validation of a questionnaire to study future teachers' beliefs about cultural diversity,2016,20,5,503-519,López
Moving towards inclusion: how Zanzibar succeeds in transforming its education system?,2016,20,6,673-684,Juma
A community of practice as an inclusive model to support children with social emotional and behavioural difficulties in school contexts,2016,20,7,784-799,Kourkoutas
The changing experiences of primary teachers: responding to scenarios involving diverse sexualities,2016,20,7,711-725,Ryan
Educational psychologists' report-writing: acts of justice?,2016,20,9,962-974,Attard
Building social and emotional efficacy to (re)engage young adolescents: capitalising on the 'window of opportunity',2016,20,10,1054-1069,Main
'To correct punish and praise' LRC leaders experiences and expressions of non-heterosexuality in Namibian schools,2017,21,12,1276-1293,Brown
Standing alone: sexual minority status and victimisation in a rural lower secondary school,2022,26,5,480-494,Odenbring