| 1 |
[GO] |
2024―Feb―18 |
Masculinism, institutional violence and #MeToo: understanding Australian University responses to the COVID-19 pandemic |
Emily Gray, Jacqueline Ullman, Mindy Blaise, Jo Pollitt |
| 2 |
[GO] |
2023―Jul―21 |
Teachers’ emotional consequences of COVID-19 pandemic in the context of their relationship with the school principal |
Peleg Dor-Haim |
| 3 |
[GO] |
2023―Feb―06 |
Commercial triage in public schooling: COVID-19, autonomy and ‘within system’ inequality |
Lauren Cuskelly, Anna Hogan, Greg Thompson |
| 4 |
[GO] |
2021―Dec―20 |
Loneliness among schoolteachers in the context of COVID-19 |
Peleg Dor-Haim |
| 5 |
[GO] |
2021―Dec―20 |
Parents as educators during lockdown: juggling multiple simultaneous roles to ‘keep atop’ home-schooling amid the COVID-19 pandemic? |
Denise Mifsud |
| 6 |
[GO] |
2021―Nov―03 |
Embracing vulnerability: how has the Covid-19 pandemic affected the pressures school leaders in Northern England face and how they deal with them? |
Michael Jopling, Oliver Harness |
| 7 |
[GO] |
2021―Sep―23 |
Introduction to rapid response papers’ special issue: school leadership and the pandemic |
Jane Wilkinson, Amanda Heffernan |
| 8 |
[GO] |
2021―Sep―20 |
Working through the first year of the pandemic: a snapshot of Australian school leaders’ work roles and responsibilities and health and wellbeing during covid-19 |
Ben Arnold, Mark Rahimi, Phil Riley |
| 9 |
[GO] |
2021―Sep―13 |
The trust deficit in England: emerging research evidence about school leaders and the pandemic |
Pat Thomson, Toby Greany, Nicholas Martindale |
| 10 |
[GO] |
2021―Feb―19 |
A Freirean analysis of the Escola sem Partido dystopian schooling model: indignation, hope and untested feasibility during pandemic times |
Jorge Knijnik |
| 11 |
[GO] |
2020―Dec―10 |
Equity, engagement, and health: school organisational issues and priorities during COVID-19 |
Jose Eos Trinidad |
