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Arts integration in rural Minnesota: A collaborative arts integration framework

LaGarry, Alison E.; Richard, Byron

Arts education policy review. Volume 119:Issue 3 (2018); pp 146-157 -- Routledge, Taylor & Francis Group

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Arts integration in rural Minnesota: A collaborative arts integration framework

LaGarry, Alison E.; Richard, Byron

Arts education policy review. Volume 119:Number 3 (2018, July 3rd); pp 146-157 -- Routledge, Taylor & Francis Group

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Could Practicum Placements in Contrasting Contexts Support the Preparation of Pre-Service Teachers for an Envisaged Inclusive Education System? A South African study

Rusznyak, Lee; Walton, Elizabeth

International journal of disability, development, and education. Volume 64:Issue 5 (2017); pp 463-482 -- Routledge, Taylor & Francis Group

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Leadership advocacy towards teacher and student success: Addressing inequities and opportunities in a rural district

Kearney, Wowek et al.

Rural society: the journal of global research into rural and regional social issues in Australia. Volume 27:Issue 2 (2018); pp 143-156 -- Routledge, Taylor & Francis Group

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Leadership advocacy towards teacher and student success: Addressing inequities and opportunities in a rural district

Kearney, Wowek et al.

Rural society: the journal of global research into rural and regional social issues in Australia. Volume 27:Number 2 (2018, May 4th); pp 143-156 -- Routledge, Taylor & Francis Group

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Maintaining connection to family, culture and community: implications for remote Aboriginal and Torres Strait Islander pathways into higher education

Smith, James A. et al.

Rural society: the journal of global research into rural and regional social issues in Australia. Volume 27:Number 2 (2018, May 4th); pp 108-124 -- Routledge, Taylor & Francis Group

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Maintaining connection to family, culture and community: implications for remote Aboriginal and Torres Strait Islander pathways into higher education

Smith, James A. et al.

Rural society: the journal of global research into rural and regional social issues in Australia. Volume 27:Issue 2 (2018); pp 108-124 -- Routledge, Taylor & Francis Group

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Mapuche-Pewenche knowledge transmitted by teachers and parents: perception of schoolchildren in rural schools of the Araucanía region (Chile)

Peña-Cortés, Fernando et al.

Journal of multilingual and multicultural development. Volume 40:Number 3 (2019, March 16th); pp 244-256 -- Routledge, Taylor & Francis Group

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Social Work in Rural New South Wales School Settings: Addressing Inequalities Beyond the School Gate

Maple, Myfanwy et al.

Australian social work. Volume 72:Issue 2 (2019, June); pp 219-232 -- Routledge, Taylor & Francis Group

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Social Work in Rural New South Wales School Settings: Addressing Inequalities Beyond the School Gate

Maple, Myfanwy et al.

Australian social work. Volume 72:Number 2 (2019, April 3rd); pp 219-232 -- Routledge, Taylor & Francis Group

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