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1
“It’s Like Being Back in GCSE Art”—Engaging with Music, Film-Making and Boardgames. Creative Pedagogies within Youth Work Education
“It’s Like Being Back in GCSE Art”—Engaging with Music, Film-Making and Boardgames. Creative Pedagogies within Youth Work Education
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“It’s Like Being Back in GCSE Art”—Engaging with Music, Film-Making and Boardgames. Creative Pedagogies within Youth Work Education

Education sciences, 2021-08, Vol.11 (8), p.374 [Peer Reviewed Journal]

2021 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11080374

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2
Zine Production with Queer Youth and Pre-Service Teachers in New Brunswick, Canada: Exploring Connections, Divergences, and Visual Practices
Zine Production with Queer Youth and Pre-Service Teachers in New Brunswick, Canada: Exploring Connections, Divergences, and Visual Practices
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Zine Production with Queer Youth and Pre-Service Teachers in New Brunswick, Canada: Exploring Connections, Divergences, and Visual Practices

Canadian journal of education, 2021-03, Vol.44 (1), p.89-115 [Peer Reviewed Journal]

2021Canadian Society for the Study of Education ;2021 Canadian Society for the Study of Education/Société canadienne pour l’étude de l’éducation ;COPYRIGHT 2021 Canadian Society for the Study of Education ;Copyright Canadian Society for the Study of Education 2021 ;ISSN: 0380-2361 ;ISSN: 1918-5979 ;EISSN: 1918-5979 ;DOI: 10.53967/cje-rce.v44i1.4535

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3
The Gender Gap in STEM Fields: Theories, Movements, and Ideas to Engage Girls in STEM
The Gender Gap in STEM Fields: Theories, Movements, and Ideas to Engage Girls in STEM
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The Gender Gap in STEM Fields: Theories, Movements, and Ideas to Engage Girls in STEM

Journal of new approaches in educational research, 2018-07, Vol.7 (2), p.148-153 [Peer Reviewed Journal]

COPYRIGHT 2018 Universidad de Alicante ;2018. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/es/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2254-7339 ;EISSN: 2254-7339 ;DOI: 10.7821/naer.2018.7.271

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4
Social-Emotional Assessment, Performance, and Standards
Social-Emotional Assessment, Performance, and Standards
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Social-Emotional Assessment, Performance, and Standards

The Future of children, 2017-03, Vol.27 (1), p.157-178 [Peer Reviewed Journal]

Copyright © 2017 The Trustees of Princeton University ;Copyright © The Woodrow Wilson School of Public and International Affairs at Princeton Universi ;COPYRIGHT 2017 Princeton University-Woodrow Wilson School of Public and International Affairs ;COPYRIGHT 2017 Princeton University-Woodrow Wilson School of Public and International Affairs ;2017. This work is published under http://creativecommons.org/licenses/by-nd/3.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1054-8289 ;ISSN: 1550-1558 ;EISSN: 1550-1558 ;DOI: 10.1353/foc.2017.0008

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5
Social and Emotional Learning as a Public Health Approach to Education
Social and Emotional Learning as a Public Health Approach to Education
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Social and Emotional Learning as a Public Health Approach to Education

The Future of children, 2017-03, Vol.27 (1), p.13-32 [Peer Reviewed Journal]

Copyright © 2017 The Trustees of Princeton University ;Copyright © The Woodrow Wilson School of Public and International Affairs at Princeton Universi ;COPYRIGHT 2017 Princeton University-Woodrow Wilson School of Public and International Affairs ;COPYRIGHT 2017 Princeton University-Woodrow Wilson School of Public and International Affairs ;2017. This work is published under http://creativecommons.org/licenses/by-nd/3.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1054-8289 ;ISSN: 1550-1558 ;EISSN: 1550-1558 ;DOI: 10.1353/foc.2017.0001

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6
Improving At-Risk Learners' Understanding of Fractions
Improving At-Risk Learners' Understanding of Fractions
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Improving At-Risk Learners' Understanding of Fractions

Grantee Submission, 2013-08, Vol.105 (3), p.683 [Peer Reviewed Journal]

DOI: 10.1037/a0032446

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7
The Role of Schools in Sustaining Juvenile Justice System Inequality
The Role of Schools in Sustaining Juvenile Justice System Inequality
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The Role of Schools in Sustaining Juvenile Justice System Inequality

The Future of children, 2018-03, Vol.28 (1), p.11-36 [Peer Reviewed Journal]

Copyright © The Woodrow Wilson School of Public and International Affairs at Princeton Universi ;COPYRIGHT 2018 Princeton University-Woodrow Wilson School of Public and International Affairs ;COPYRIGHT 2018 Princeton University-Woodrow Wilson School of Public and International Affairs ;2018. This work is published under http://creativecommons.org/licenses/by-nd/3.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1054-8289 ;ISSN: 1550-1558 ;EISSN: 1550-1558 ;DOI: 10.1353/foc.2018.0001

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8
Youth orchestra participation and perceived benefit : A pilot study of the Tasmanian Youth Orchestra
Youth orchestra participation and perceived benefit : A pilot study of the Tasmanian Youth Orchestra
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Youth orchestra participation and perceived benefit : A pilot study of the Tasmanian Youth Orchestra

Australian journal of music education, 2020-01, Vol.53 (1), p.3-16 [Peer Reviewed Journal]

Copyright Copyright Agency Limited (Distributor) 2020 ;ISSN: 0004-9484 ;EISSN: 1839-8294

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9
Social and Emotional Learning and Equity in School Discipline
Social and Emotional Learning and Equity in School Discipline
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Social and Emotional Learning and Equity in School Discipline

The Future of children, 2017-03, Vol.27 (1), p.117-136 [Peer Reviewed Journal]

Copyright © 2017 The Trustees of Princeton University ;Copyright © The Woodrow Wilson School of Public and International Affairs at Princeton Universi ;COPYRIGHT 2017 Princeton University-Woodrow Wilson School of Public and International Affairs ;COPYRIGHT 2017 Princeton University-Woodrow Wilson School of Public and International Affairs ;2017. This work is published under http://creativecommons.org/licenses/by-nd/3.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1054-8289 ;ISSN: 1550-1558 ;EISSN: 1550-1558 ;DOI: 10.1353/foc.2017.0006

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10
Youth Voice in Nigerian School-based Management Committees
Youth Voice in Nigerian School-based Management Committees
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Youth Voice in Nigerian School-based Management Committees

International journal of education and literacy studies, 2017-01, Vol.5 (1), p.86 [Peer Reviewed Journal]

Copyright Australian International Academic Centre PTY. Ltd (AIAC) 2017 ;ISSN: 2202-9478 ;EISSN: 2202-9478 ;DOI: 10.7575/aiac.ijels.v.5n.1p.86

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11
(Re)Assembling Anti-Oppressive Practice Teachings in Youth and Community Work through Collective Biography (2)
(Re)Assembling Anti-Oppressive Practice Teachings in Youth and Community Work through Collective Biography (2)
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(Re)Assembling Anti-Oppressive Practice Teachings in Youth and Community Work through Collective Biography (2)

Education sciences, 2021-09, Vol.11 (9), p.497 [Peer Reviewed Journal]

2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11090497

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12
Reaching Rural Students with Resources and Enrichment-Focused Learning in the Summer Months
Reaching Rural Students with Resources and Enrichment-Focused Learning in the Summer Months
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Reaching Rural Students with Resources and Enrichment-Focused Learning in the Summer Months

The Rural educator (Fort Collins, Colo.), 2023-01, Vol.44 (2), p.69-72 [Peer Reviewed Journal]

Copyright National Rural Education Association 2023 ;ISSN: 0273-446X ;EISSN: 2643-9662 ;DOI: 10.55533/2643-9662.1383

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13
Bullying and Cyberbullying in Thailand: Coping Strategies and Relation to Age, Gender, Religion and Victim Status
Bullying and Cyberbullying in Thailand: Coping Strategies and Relation to Age, Gender, Religion and Victim Status
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Article 		Add to My Research

Bullying and Cyberbullying in Thailand: Coping Strategies and Relation to Age, Gender, Religion and Victim Status

Journal of new approaches in educational research, 2018-01, Vol.7 (1), p.24-30 [Peer Reviewed Journal]

COPYRIGHT 2018 Universidad de Alicante ;2018. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/es/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2254-7339 ;EISSN: 2254-7339 ;DOI: 10.7821/naer.2018.1.254

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14
Idealistic Assertions or Realistic Possibilities in Community and Youth Work Education
Idealistic Assertions or Realistic Possibilities in Community and Youth Work Education
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Article 		Add to My Research

Idealistic Assertions or Realistic Possibilities in Community and Youth Work Education

Education sciences, 2021-09, Vol.11 (9), p.561 [Peer Reviewed Journal]

2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11090561

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15
Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students
Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students
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Article 		Add to My Research

Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students

Development and psychopathology, 2020-12, Vol.32 (5), p.1899-1913 [Peer Reviewed Journal]

Copyright © The Author(s), 2020. Published by Cambridge University Press ;ISSN: 0954-5794 ;EISSN: 1469-2198 ;DOI: 10.1017/S0954579420001443 ;PMID: 33427176

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16
Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations
Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations
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Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations

Education sciences, 2020-09, Vol.10 (9), p.230 [Peer Reviewed Journal]

COPYRIGHT 2020 MDPI AG ;2020. This work is licensed under http://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci10090230

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17
A Situated Learning Approach to Measuring Financial Literacy Self-Efficacy of Youth
A Situated Learning Approach to Measuring Financial Literacy Self-Efficacy of Youth
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A Situated Learning Approach to Measuring Financial Literacy Self-Efficacy of Youth

Financial counseling and planning, 2020-01, Vol.31 (2), p.229-250 [Peer Reviewed Journal]

Copyright 2020 Association for Financial Counseling and Planning Education, U.S.A. ;ISSN: 1052-3073 ;EISSN: 1947-7910 ;DOI: 10.1891/JFCP-18-00038

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18
Considering Mindfulness Techniques in School-based Anti-bullying Programmes
Considering Mindfulness Techniques in School-based Anti-bullying Programmes
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Article 		Add to My Research

Considering Mindfulness Techniques in School-based Anti-bullying Programmes

Journal of new approaches in educational research, 2018-01, Vol.7 (1), p.3-9 [Peer Reviewed Journal]

COPYRIGHT 2018 Universidad de Alicante ;2018. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/es/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2254-7339 ;EISSN: 2254-7339 ;DOI: 10.7821/naer.2018.1.253

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19
Meeting students where they are: Trauma-informed approaches in rural Schools
Meeting students where they are: Trauma-informed approaches in rural Schools
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Article 		Add to My Research

Meeting students where they are: Trauma-informed approaches in rural Schools

The Rural educator (Fort Collins, Colo.), 2021, Vol.42 (2), p.51-71 [Peer Reviewed Journal]

Copyright National Rural Education Association 2021 ;ISSN: 0273-446X ;EISSN: 2643-9662 ;DOI: 10.35608/ruraled.v42i2.1243

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20
Tensions in Creating Possibilities for Youth Voice in School Choice: An Ethnographer's Reflexive Story of Research
Tensions in Creating Possibilities for Youth Voice in School Choice: An Ethnographer's Reflexive Story of Research
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Tensions in Creating Possibilities for Youth Voice in School Choice: An Ethnographer's Reflexive Story of Research

Canadian journal of education, 2014-07, Vol.37 (1), p.140-162 [Peer Reviewed Journal]

2014 Canadian Society for the Study of Education/Société canadienne pour l'étude de l'éducation ;COPYRIGHT 2014 Canadian Society for the Study of Education ;COPYRIGHT 2014 Canadian Society for the Study of Education ;Copyright Canadian Society for the Study of Education 2014 ;ISSN: 0380-2361 ;ISSN: 1918-5979 ;EISSN: 1918-5979

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