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“Mum, when we die, what do you think happens?” A qualitative study of views on death education among Spanish families
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“Mum, when we die, what do you think happens?” A qualitative study of views on death education among Spanish families (2023)“Mum, when we die, what do you think happ…What do teachers think of death education? (2020)What do teachers think of dea…Enhancing parent–teacher collaboration in rural schools: parents’ voices and implications for schools (2020)Enhancing parent–teacher coll…Is Death Taboo for Children? Developing Death Ambivalence as a Theoretical Framework to Understand Children’s Relationship with Death, Dying and Bereavement (2019)Is Death Taboo for Children? …Constructing Social Research: The Unity and Diversity of Method (2019)Constructing Social Research:…A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy (2019)A Meta-Analysis of Family-Sch…Dealing With the Concepts of “Grief” and “Grieving” in the Classroom: Children’s Perceptions, Emotions, and Behavior (2016)Dealing With the Concepts of …Teachers’ perceptions of their role facing children in grief (2013)Teachers’ perceptions of thei…Family Instability and Child Well-Being (2007)Family Instability and Child …And Then the Dog Died (2005)And Then the Dog DiedIndividualization: Institutionalized Individualism and its Social and Political Consequences (2002)Individualization: Institutio…Adolescent Grief (2002)Adolescent GriefDEATH EDUCATION: KNOWLEDGE, ATTITUDES, AND PERSPECTIVES OF IRISH PARENTS AND TEACHERS (2000)DEATH EDUCATION: KNOWLEDGE, A…The Information Age: Economy, Society and Culture (1999)The Information Age: Economy,…Learning: The Treasure Within (1999)Learning: The Treasure WithinFamily instability and the problem behaviors of children from economically disadvantaged families. 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References

  • 1999The Information Age: Economy, Society and Culture6,045 cited
  • 2002Individualization: Institutionalized Individualism and its Social and Political Consequences3,529 cited
  • 1999Learning: The Treasure Within1,827 cited
  • 2007Family Instability and Child Well-Being824 cited
  • 2019Constructing Social Research: The Unity and Diversity of Method547 cited
  • 2019A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy298 cited
  • 1993Death and Dying, Life and Living294 cited
  • 1999Family instability and the problem behaviors of children from economically disadvantaged families.273 cited
  • 2000DEATH EDUCATION: KNOWLEDGE, ATTITUDES, AND PERSPECTIVES OF IRISH PARENTS AND TEACHERS126 cited
  • 2002Adolescent Grief119 cited
  • 2013Teachers’ perceptions of their role facing children in grief84 cited
  • 2005And Then the Dog Died78 cited
  • 2016Dealing With the Concepts of “Grief” and “Grieving” in the Classroom: Children’s Perceptions, Emotions, and Behavior72 cited
  • 2020Enhancing parent–teacher collaboration in rural schools: parents’ voices and implications for schools66 cited
  • 2020What do teachers think of death education?

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62 cited
  • 2019Is Death Taboo for Children? Developing Death Ambivalence as a Theoretical Framework to Understand Children’s Relationship with Death, Dying and Bereavement60 cited
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