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The role of education in a democracy: Continuing the debate
2024
Leach, T., Collet-Sabé, J., Tort Bardolet, A., Simó Gil, N., Clarke, M.
Oxford Review of Education , vol. 50, no. 4, pp. 484-498
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https://doi.org/10.1080/03054985.2023.2239702
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http://aura.abdn.ac.uk/bitstream/2164/23751/1/Leach_etal_ORE_The_Role_Of_VoR.pdf
A protocol for a critical realist systematic synthesis of ~interventions to~ promote pupils’ wellbeing by improving the school climate in Low- and Middle-Income Countries
2024
Abbott, P. A., Shanks, R., Stanley, I., D’Ambruoso, L.
PloS ONE , vol. 19, no. 5, e0286489
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https://doi.org/10.1371/journal.pone.0286489
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http://aura.abdn.ac.uk/bitstream/2164/20765/2/Abbott_etal_PLOSO_Protocol_for_a_Critical_VOR.pdf
Bennachie and me: a site-specific, promenade, interactive community drama project, devised and performed in the North-East of Scotland
2024
Barlow, W., Goode, T.
Drama Research: international journal of drama in education , vol. 15, no. 1
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Online
https://www.nationaldrama.org.uk/drama-research-volume-15/bennachie-and-me/
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http://aura.abdn.ac.uk/bitstream/2164/23151/1/Barlow_etal_DRIJDE_Bennachie_And_Me_VoR.pdf
Immunitas and (un)desirable teacher knowledge in teacher education
2024
Unsworth, R., Clarke, M., Hansen, D. R.
European Journal of Education , vol. 59, no. 1, e12577
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https://doi.org/10.1111/ejed.12577
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http://aura.abdn.ac.uk/bitstream/2164/22264/1/Unsworth_Etal_EJE_Immunities_And_Un_desirable_VOR.pdf
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Unexpected effects of urban food activism on community and human wellbeing
2024
Wardle, J., McKenzie, J., Barker, M., Burslem, D., Gray, D.
Local Environment , vol. 29, no. 5, pp. 647-662
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https://doi.org/10.1080/13549839.2023.2298675
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http://aura.abdn.ac.uk/bitstream/2164/22544/1/Wardle_etal_LE_Unexpected_Effects_of_VOR.pdf
A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils' mental wellbeing
2024
Abbott, P., Nixon, G., Stanley, I., D'Ambruoso, L.
Frontiers in public health , vol. 11, 1309649
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https://doi.org/10.3389/fpubh.2023.1309649
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http://aura.abdn.ac.uk/bitstream/2164/23223/2/Abbott_etal_FiPH_A_Protocol_For_VOR.pdf
Educational Inclusion in Resource-Constrained Contexts: A Study of Rural Primary Schools in Cambodia
2024
Ravet, J., Mtika, P.
International Journal of Inclusive Education , vol. 28, no. 1, pp. 16-37
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https://doi.org/10.1080/13603116.2021.1916104
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http://aura.abdn.ac.uk/bitstream/2164/19380/2/Ravet_etal_IJIE_Educational_Inclusion_In_VoR.pdf
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Student teachers’ perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments
2024
Mtika, P., Robson, D., Graham, A., MacDougall, L.
Teaching Education , vol. 35, no. 1, pp. 45–60
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https://doi.org/10.1080/10476210.2023.2198206
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http://aura.abdn.ac.uk/bitstream/2164/20593/1/Mtika_etal_TE_Student_teachers_perspectives_EarlyOnlineVOR.pdf
The Metamorphosis of the Scientist: A Phenomenological Approach for a Transformative Science Education?
2023
Gray, D.
Science Curriculum for the Anthropocene: Curriculum Models for our Collective Future . Fazio, X. (ed.). 1 edition. Springer International Publishing AG, pp. 173–191, 19 pages
Chapters in Books, Reports and Conference Proceedings: Chapters (Peer-Reviewed)
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https://rdcu.be/dH0ya
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https://doi.org/10.1007/978-3-031-37391-6_9
Editorial: Pedagogy in the North: shifting concepts and common expressions
2023
Adams, P., Paulgaard, G., Education in the North, Martin, H. (ed.)
Education in the North , vol. 30, no. 2, pp. 1-8
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https://doi.org/10.26203/z1qz-xa74
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http://aura.abdn.ac.uk/bitstream/2164/22459/1/Adams_etPaulgaard_EITN_EDITORIAL_VOR.pdf