Family-School Partnership as Interpretive Practice: Educator Accounts of Attribution, Communication, and Decision-Making in Arab Education in Israel.
- DOI
- 10.3390/bs16101871
- Published
- 2026 Oct 10
- Container
- Behavioral sciences (Basel, Switzerland)
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.3390/bs16101871,
title = {Family-School Partnership as Interpretive Practice: Educator Accounts of Attribution, Communication, and Decision-Making in Arab Education in Israel.},
author = {Awwad-Tabry S},
year = {2026},
journal = {Behavioral sciences (Basel, Switzerland)},
doi = {10.3390/bs16101871},
url = {https://doi.org/10.3390/bs16101871}
}RIS
TY - JOUR TI - Family-School Partnership as Interpretive Practice: Educator Accounts of Attribution, Communication, and Decision-Making in Arab Education in Israel. AU - Awwad-Tabry S PY - 2026 JO - Behavioral sciences (Basel, Switzerland) DO - 10.3390/bs16101871 UR - https://doi.org/10.3390/bs16101871 ER -
APA
S, A. (2026). Family-School Partnership as Interpretive Practice: Educator Accounts of Attribution, Communication, and Decision-Making in Arab Education in Israel.. Behavioral sciences (Basel, Switzerland). https://doi.org/10.3390/bs16101871
Source records
- pubmed · retrieved 2026-11-10T10:35:33.412Z