Accès libre

Educational Leadership for Equality, Diversity and Inclusion in Curricula Design

À propos de cet article

Citez

Barth, M. (2015). Implementing sustainability in higher education. learning in an age of transformation. Routledge. Search in Google Scholar

Bates, J., Lewis, S., & Pickard, A. (2012). Education policy, practice and the professional. Continuum. Search in Google Scholar

Boliver, V., Gorard, S., & Siddiqui, N. (2022). Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education? British Journal of sociology of Education, 43(3), 349-374. https://doi.org/10.1080/01425692.2021.2017852 Search in Google Scholar

British Educational Research Association. (2018). Ethical guidelines for ethical research. Wiley. Search in Google Scholar

Butler, M. (2016). Equality and anti-discrimination law: the Equality Act 2010 and other anti-discrimination protections. Spiramus Press Ltd. Search in Google Scholar

Chowdry, H., Vrawford, C., Dearden, L., Goodman, A., & Vignoles, A. (2012). Widening participation in higher education: analysis using linked administrative data. Royal Statistical Society Journals, 2(176), 431-457. Search in Google Scholar

Connell-Smith, A., & Hubble, S. (2018, January). Widening participation strategy in higher education in England. House of Commons Library (House of Commons Library Briefing Paper No. 8204). https://researchbriefings.files.parliament.uk/documents/CBP-8204/CBP-8204.pdf Search in Google Scholar

Gavigan, K., Kurtts, S., & Mimms, M. (2010). Bibliotherapy as an intervention approach for children and adolescents with emotional disabilities. In C. L. Norton (Ed.), Innovative interventions in child and adolescent mental health (pp. 136-152). Routledge. Search in Google Scholar

HM Revenue & Customs. (2020). Guidance: claim for wages through the Coronavirus job retention scheme. GOV.UK. https://www.gov.uk/guidance/claim-for-wages-through-the-coronavirus-job-retention-scheme Search in Google Scholar

Hunt. C. (2012) Learning in large spaces: the academic engagement of a diverse group of students. Journal of Research in Pot-Compulsory Education, 17(2), 195-205. Search in Google Scholar

Kauffman, J. M. (2020). On educational inclusion: meanings, history, issues and international perspectives. Routledge. Search in Google Scholar

Kelly, A. V. (2009). The curriculum: Theory and practice. Sage. Search in Google Scholar

Kuh, G. D., & Kinzie, J. A., Bridges, B. K., & Haye, N, J. C. (2007). Piecing together the student success puzzle: research, propositions, and recommendations. ASHE Higher Education Report, 32(5), 1-182. Search in Google Scholar

Luke, A., Woods, A., & Weir, K. (2013). Curriculum design, equity and the technical form of the curriculum. Routledge. Search in Google Scholar

Marangozov, R., Marvell, R., Miller, L., Newton, B., & Fletcher, L. (2014). Evaluation of the equality, diversity and inclusion grants in English further education. University of Sussex. https://hdl.handle.net/10779/uos.23448743.v1 Search in Google Scholar

Mitchel, D. (2010). Inclusive education. Education that fits: Review of international trends in the education of students with special educational needs. Education Counts Publications. Search in Google Scholar

Mitchell, D. (2018). The ecology of inclusive education: strategies to tackle the crisis in educating diverse learners (1st ed.). Routledge. https://doi.org/10.4324/9781315110448 Search in Google Scholar

Mittler. P. (2000). Working towards inclusive education. Fulton Publishers. Search in Google Scholar

Mulinge. M. M., Arasa. J. N., & Wawire. V. (2017). The status of student involvement in university governance in Kenya. Codesria. Search in Google Scholar

Nash. C. (2020). Report on digital literacy in academic meetings during the 2020 COVID-19 lockdown. Challenges, 11(2), 20. https://doi.org/10.3390/challe11020020 Search in Google Scholar

O’Connor, K., Wrigley, M., Jennings, R., Hill, M., & Niazi, A. (2021). Mental health impacts of covid-19 in Ireland and the need for a secondary care mental health service response. Irish Journal of Psychological Medicine, 38(2), 99-107. doi:10.1017/ipm.2020.64 Search in Google Scholar

Office for National Statistics. (2020). Student Covid insights study. Census. https://www.ons.gov.uk/surveys/informationforhouseholdsandindividuals/householdandindividualsurveys/studentcovidinsightsstudy Search in Google Scholar

Pearson. (2018). English sample assessment materials. Pearson. Search in Google Scholar

Plakhotnik, M. S., Volkova, N. V., Jiang, C., Yahiaoui. D., Pheiffer, G., McKay, K., Newman, S., & ReiBig-Thust, S. (2021). The perceived impact of COVID-19 on student well-being and the mediating role of the university support: evidence from France, Germany, Russia and the UK. Frontiers in Psychology Journal, 12, 1-12. https://doi.org/10.3389/fpsyg.2021.642689 Search in Google Scholar

Power, T. L. (2001). Assumptions and prescriptions: a critique of widening participation policy-making. High Education Policy, 14, 361–376. https://doi.org/10.1016/S0952-8733(01)00026-5 Search in Google Scholar

Storyals. (2019). The pros and cons of Microsoft Teams. https://storyals.com/blog/pros-and-cons-of-microsoft-teams Search in Google Scholar

Suter, W. N. (2012). Introduction to educational research: A critical thinking approach. Sage. Search in Google Scholar

Thompson. N. (2012). Anti-discriminatory practice: equality, diversity and social justice (6th ed.). Palgrave. Search in Google Scholar

Warren, D. (2016). Curriculum design in a context of widening participation in higher education. Sage Journals, 1(1). https://doi.org/10.1177/1474022202001001007 Search in Google Scholar