Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens

2.50
Hdl Handle:
http://hdl.handle.net/10547/229073
Title:
Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens
Authors:
Wearmouth, Janice; Berryman, Mere
Affiliation:
University of Bedfordshire
Citation:
Wearmouth, J. & Berryman, M. (2012) 'Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens', Cambridge Journal of Education 42 (2) pp. 253-268
Journal:
Cambridge Journal of Education
Issue Date:
2012
URI:
http://hdl.handle.net/10547/229073
DOI:
10.1080/0305764X.2012.676626
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/0305764X.2012.676626
Type:
Article
Language:
en
ISSN:
0305-764X; 1469-3577
Appears in Collections:
Inclusion and Participation: Policy, Curriculum and Pedagogy Research Centre

Full metadata record

DC FieldValue Language
dc.contributor.authorWearmouth, Janiceen_GB
dc.contributor.authorBerryman, Mereen_GB
dc.date.accessioned2012-06-15T09:23:43Z-
dc.date.available2012-06-15T09:23:43Z-
dc.date.issued2012-
dc.identifier.citationWearmouth, J. & Berryman, M. (2012) 'Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens', Cambridge Journal of Education 42 (2) pp. 253-268en_GB
dc.identifier.issn0305-764X-
dc.identifier.issn1469-3577-
dc.identifier.doi10.1080/0305764X.2012.676626-
dc.identifier.urihttp://hdl.handle.net/10547/229073-
dc.language.isoenen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/0305764X.2012.676626en_GB
dc.rightsArchived with thanks to Cambridge Journal of Educationen_GB
dc.titleViewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lensen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen_GB
dc.identifier.journalCambridge Journal of Educationen_GB
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