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dc.contributor.authorWillis, Linda-Dianne
dc.contributor.authorPovey, Jenny
dc.contributor.authorHodges, Julie
dc.contributor.authorCarroll, Annemaree
dc.contributor.authorPedde, Charley
dc.contributor.authorGood, Kathryn
dc.date.accessioned2021-06-28T05:31:19Z
dc.date.available2021-06-28T05:31:19Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/10072/405426
dc.description.abstractExploring why some disadvantaged schools appear to be better at parents engagement than others.en_US
dc.languageEnglishen_US
dc.publisher.placeP&Cs QLD, University of Queenslanden_US
dc.publisher.urihttps://pandcsqld.com.au/en_US
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto5en_US
dc.titleWhat gives some Principals in educationally-disadvantaged schools the edge on parent-school-community engagement? Summary of quantitative findingsen_US
dc.typeReporten_US
dcterms.bibliographicCitationWillis, L-D; Povey, J; Hodges, J; Carroll, A; Pedde, C; Good, K, What gives some Principals in educationally-disadvantaged schools the edge on parent-school-community engagement? Summary of quantitative findings, 2017en_US
dc.date.updated2021-06-28T05:28:09Z
gro.hasfulltextNo Full Text
gro.griffith.authorWillis, Linda


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