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Structural racism and iron deficiency anaemia

The Lancet (British edition), 2023-09, Vol.402 (10405), p.834-835

2023

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Curricula for Students with Severe Disabilities: Narratives of Standards-Referenced Good Practice

Jones, Phyllis

1, 2017

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Bringing Insider Perspectives into Inclusive Teacher Learning: Potentials and challenges for educational professionals

Jones, Phyllis

1, 2014

Volltextzugriff (PDF)

In the 2020 US election, we can choose a just future

The Lancet (British edition), 2020-10, Vol.396 (10260), p.1377-1380

2020

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School-Based Health Centers to Advance Health Equity: A Community Guide Systematic Review

American journal of preventive medicine, 2016-07, Vol.51 (1), p.114-126

2016

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Invited Commentary: “Race,” Racism, and the Practice of Epidemiology

American journal of epidemiology, 2001-08, Vol.154 (4), p.299-304

Jones, C P

2001

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Creating Meaningful Inquiry in Inclusive Classrooms: Practitioners' stories of research

1, 2012

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Salvation in New England: Selections from the Sermons of the First Preachers

1, 2013

Volltextzugriff (PDF)

The Routledge Companion to Severe, Profound and Multiple Learning Difficulties

1, 2015

Volltextzugriff (PDF)

On Being a Zebra: Negotiating a Professional Identity Whilst Coping With a Rare and Recurrent Illness

Qualitative report, 2020-06, Vol.25 (6), p.1713A-1720

Jones, Phyllis

2020

Volltextzugriff (PDF)

Toward the Science and Practice of Anti-Racism: Launching a National Campaign Against Racism

Ethnicity & disease, 2018-08, Vol.28 (Suppl 1), p.231-234

Jones, Camara Phyllis

2018

Volltextzugriff (PDF)

Declaring Racism a Public Health Crisis in the United States: Cure, Poison, or Both?

Frontiers in public health, 2021-06, Vol.9, p.676784

2021

Volltextzugriff (PDF)

Editorial: Racism as a Public Health Crisis: From Declaration to Action

Frontiers in public health, 2022-05, Vol.10, p.893804-893804

2022

Volltextzugriff (PDF)

School-Based Health Centers to Advance Health Equity

American journal of preventive medicine, 2016-07, Vol.51 (1), p.114-126

2016

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Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning

International review of research in open and distance learning, 2009-01, Vol.10 (3)

2009

Volltextzugriff (PDF)

Prior to a Chapter 7 Conversion, Should the Checklist Include Selling the House?

American Bankruptcy Institute journal, 2024-08, Vol.43 (8), p.32-57

2024

Volltextzugriff (PDF)

K-6; Tools for naming and addressing racism and other systems of structured inequity

European journal of public health, 2018-05, Vol.28

Camara, Phyllis Jones

2018

Volltextzugriff (PDF)

Levels of racism: a theoretic framework and a gardener's tale

American journal of public health (1971), 2000-08, Vol.90 (8), p.1212-1215

Jones, CP

2000

Volltextzugriff (PDF)

'They are not like us and neither should they be': issues of teacher identity for teachers of pupils with profound and multiple learning difficulties

Disability & society, 2004-03, Vol.19 (2), p.159-169

Jones, Phyllis

2004

Volltextzugriff (PDF)

Teachers’ pedagogical decision‐making and influences on this when teaching students with severe intellectual disabilities

Journal of research in special educational needs, 2018-07, Vol.18 (3), p.196-210

2018

Volltextzugriff (PDF)

Addressing Violence Against Children Through Anti-racism Action

The Pediatric clinics of North America, 2021-04, Vol.68 (2), p.449-453

Jones, Camara Phyllis

2021

Volltextzugriff (PDF)

Teachers' perspectives of what works: Implementation of AT for students with disabilities

Assistive technology, 2022-05, Vol.34 (3), p.352-361

2022

Volltextzugriff (PDF)

Research with Children: Context, Power, and Representation

Qualitative report, 2019-04, Vol.24 (4), p.693-704

2019

Volltextzugriff (PDF)

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities

European journal of special needs education, 2015-07, Vol.30 (3), p.384-401

2015

Volltextzugriff (PDF)

Inclusion in a multi‐academy trust: possibilities and perils

British journal of special education, 2022-03, Vol.49 (1), p.64-83

2022

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Structural racism and iron deficiency anaemia

Curricula for Students with Severe Disabilities: Narratives of Standards-Referenced Good Practice

Bringing Insider Perspectives into Inclusive Teacher Learning: Potentials and challenges for educational professionals

In the 2020 US election, we can choose a just future

School-Based Health Centers to Advance Health Equity: A Community Guide Systematic Review

Invited Commentary: “Race,” Racism, and the Practice of Epidemiology

Creating Meaningful Inquiry in Inclusive Classrooms: Practitioners' stories of research

Salvation in New England: Selections from the Sermons of the First Preachers

The Routledge Companion to Severe, Profound and Multiple Learning Difficulties

On Being a Zebra: Negotiating a Professional Identity Whilst Coping With a Rare and Recurrent Illness

Toward the Science and Practice of Anti-Racism: Launching a National Campaign Against Racism

Declaring Racism a Public Health Crisis in the United States: Cure, Poison, or Both?

Editorial: Racism as a Public Health Crisis: From Declaration to Action

School-Based Health Centers to Advance Health Equity

Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning

Prior to a Chapter 7 Conversion, Should the Checklist Include Selling the House?

K-6; Tools for naming and addressing racism and other systems of structured inequity

Levels of racism: a theoretic framework and a gardener's tale

'They are not like us and neither should they be': issues of teacher identity for teachers of pupils with profound and multiple learning difficulties

Teachers’ pedagogical decision‐making and influences on this when teaching students with severe intellectual disabilities

Addressing Violence Against Children Through Anti-racism Action

Teachers' perspectives of what works: Implementation of AT for students with disabilities

Research with Children: Context, Power, and Representation

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities

Inclusion in a multi‐academy trust: possibilities and perils

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