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02943nma a2200529 u 4500 |
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EBX01000000000000001346921 |
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00000000000000.0 |
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240507 ||| eng |
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|a 9781003167471
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|a 9780367765019
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|a 9781000512014
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1 |
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|a Mann, Trent
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| 245 |
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|a Including LGBT Parented Families in Schools
|h Elektronische Ressource
|b Research to Inform Policy and Practice
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| 260 |
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|b Taylor & Francis
|c 2022
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| 300 |
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|a 169 p.
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| 653 |
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|a Parented Families;Safe schools;School Microsystems;Educational policy;Family Diversity;Queer Parents;School Community Members;Intersex Parents;Leximancer Analysis;Transgender Parents;Diverse Family Structures;Bisexual Parents;Local LGBTQ;Gay Parents;LGBT Parent;Lesbian Parents;LGB Parent;LGBTIQ+;Critical Social Psychology;LGBT+;Professional Development;LGBTIQ;Safe Schools Coalition;Rainbow Flags;Exemplary Quotes;LGB;Early Childhood Educational Contexts;School Anti-bullying Policy
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| 653 |
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|a Family psychology
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| 653 |
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|a Psychotherapy
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| 653 |
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|a Social, group or collective psychology
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| 653 |
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|a Sociology: family and relationships
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| 653 |
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|a Politics and government
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| 653 |
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|a Psychology of gender
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| 653 |
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|a Schools and pre-schools
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| 653 |
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|a Moral and social purpose of education
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| 653 |
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|a Social work
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| 653 |
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|a Psychological theory, systems, schools and viewpoints
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| 653 |
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|a Child, developmental and lifespan psychology
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| 653 |
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|a Social and ethical issues
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| 653 |
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|a Educational strategies and policy
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| 653 |
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|a Gender studies: men and boys
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| 653 |
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|a Health, Relationships and Personal development
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| 700 |
1 |
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|a Jones, Tiffany
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b OAPEN
|a OAPEN
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| 500 |
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|a Creative Commons (cc), https://creativecommons.org/licenses/by-nc-nd/4.0/
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| 028 |
5 |
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|a 10.4324/9781003167471
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| 856 |
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|u https://library.oapen.org/bitstream/id/c0c82397-214b-474c-856e-353eaa9a1135/9781000511949.pdf
|x Verlag
|3 Volltext
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| 856 |
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|u https://library.oapen.org/handle/20.500.12657/90098
|z OAPEN Library: description of the publication
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|a 333
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|a 370
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|a 320
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|a 610
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|a 100
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|a 300
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|a This book explores the experiences of LGBTQ+ parented families in school communities and provides a voice for this overlooked group who are becoming an increasingly common form of family diversity in school communities. Approaching the topic from a strength-based psychological perspective, the book presents LGBTQ+ parents’ suggestions for school improvements and supportive structures and provides empirical evidence to inform future LGBTQ+ inclusive educational policy. Research based yet practically focused, it will be a valuable resource for researchers, students and education professionals alike.
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