References
- Äärelä, T., Määttä, K., & Uusiautti, S. (2018). The challenges of parent-teacher collaboration in the light of hospital school pedagogy. Early Child Development and Care, 188(6), 709–722. DOI: 10.1080/03004430.2016.1230108
- Alguacil, M., Bisquerra, R., Boqué, M. C., Ferreira, M., González, C., De la Torre, S., & Violant, V. (2015). Perfil competencial del profesional que interviene durante la enfermedad y convalecencia [Competence profile of the professional intervening during illness and convalescence]. Ediciones Aljibe S.L.
- Álvarez, A. G. (2013). La educación secundaria en la modalidad de la educación hospitalaria: España y Argentina [Secondary education in the hospital education setting: Spain and Argentina]. Revista Latinoamericana de Educación Comparada, 4(4), 104–116.
- Andreatta, F., Robol, C., Bolognani, C., & Dodman, M. (2016). Sustainable education for children who are ill: Promoting wellbeing in hospital learning environments. Visions for Sustainability, 1(4). DOI: 10.13135/2384-8677/1438
- Armstrong, R., Hall, B. J., Doyle, J., & Waters, E. (2011). “Scoping the scope” of a Cochrane review. Journal of Public Health, 33(1), 147–150. DOI: 10.1093/pubmed/fdr015
- Barnett, T., Tollit, M., Ratnapalan, S., Sawyer, S. M., & Kelaher, M. (2023). Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition. Cochrane Database of Systematic Reviews, 2. DOI: 10.1002/14651858.CD011538.pub2
- Benigno, V., & Fante, C. (2020). Hospital school teachers’ sense of stress and gratification: An investigation of the Italian context. Continuity in Education, 1(1), 37–47. DOI: 10.5334/cie.14
- Benito, E., Arranz, P., & Cancio, H. (2011). Herramientas para el autocuidado del profesional que atiende a personas que sufren [Self-care tools for professionals caring for people who suffer]. FMC, 18, 59–65.
https://10.1016/S1134-2072(11)70023-8 - Boles, J. C., & Winsor, D. L. (2019). “My school is where my friends are”: Interpreting the drawings of children with cancer. Journal of Research in Childhood Education, 33(2), 225–241. DOI: 10.1080/02568543.2019.1577771
- Burns, J. (2013). Educating children in the midst of health crises: A phenomenological study of teachers in children’s hospital schools [Unpublished doctoral dissertation]. Northern State University.
- Bustos, C., & Cornejo, R. (2014). Sentidos del trabajo en docentes de aulas hospitalarias: Las emociones y el presente como pilares del proceso de trabajo [Senses of work in hospital schools: Emotions and the present as the pillars of the work process]. Psicoperspectivas, 13(2), 186–197. DOI: 10.5027/psicoperspectivas-Vol13-Issue2-fulltext-365
- Capurso, M., & Dennis, J. L. (2017). Key educational factors in the education of students with a medical condition. Support for Learning, 32(2), 158–179. DOI: 10.1111/1467-9604.12156
- Carstens, E. (2008). Teachers’ experience of teaching in a hospital school [Unpublished doctoral dissertation]. Rand Afrikaans University.
- Choquette, A., Rennick, J. E., & Lee, V. (2016). Back to school after cancer treatment: Making sense of the adolescent experience. Cancer Nursing, 39(5), 393–401. DOI: 10.1097/NCC.0000000000000301
- Compas, B. E., Jaser, S. S., Dunn, M. J., & Rodriguez, E. M. (2012). Coping with chronic illness in childhood and adolescence. Annual Review of Clinical Psychology, 8(1), 455–480. DOI: 10.1146/annurev-clinpsy-032511-143108
- Creswell, J., & Plano, V. (2018). Designing and conducting mixed methods research. Sage Publications.
- Delgado, C. (2014). Sentidos del trabajo en docentes de aulas hospitalarias: Las emociones y el presente como pilares del proceso de trabajo [Travelling to Ithaca through quantitative seas. A roadmap for undergraduate and postgraduate research]. Amarú Ediciones.
- Dixon, M. (2014). Learning between schools and hospitals–Young people and a curriculum of (dis)connection. International Journal of Inclusive Education, 18(3), 270–282. DOI: 10.1080/13603116.2012.676084
- Hen, M. (2020). Teaching emotional intelligence: An academic course for hospital teachers. Continuity in Education, 1(1), 22–36. DOI: 10.5334/cie.13
- Hen, M., & Gilan-Shochat, M. (2022). Exploring the unique professional identity of hospital teachers. Continuity in Education, 3(1), 115–126. DOI: 10.5334/cie.46
- Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta [Research methodology. Quantitative, qualitative and mixed routes]. McGraw Hill.
- Hospital Organization of Pedagogues in Europe (HOPE). (2000, May 20). Carta estatutaria de HOPE [HOPE’s statutory charter].
https://www.hospitalteachers.eu/who/hope-charter - Işiktekiner, F. S., & Altun, S. A. (2011). Problems and issues at hospital schools. Egitim ve Bilim, 36(161), 318–331.
- Jiliberto, F., Delgado, A. C., & Serka, S. (2022).
Remote classroom participation via videoconferencing for cancer patients who cannot attend school because of health needs: Lessons from a success story . In Pediatric Blood & Cancer (Vol. 69, pp. S628–S628). Wiley. - Keehan, S. (2019). Continuing education in Irish hospital schools. Provision for and challenges of teaching in hospital schools [Unpublished master’s thesis]. University of Dublin.
- Keehan, S. (2021). Continuing education in Irish hospital schools: Provision for and challenges for teachers. Continuity in Education, 2(1), 42–59. DOI: 10.5334/cie.25
- Koller, D., & Stoddart, K. (2021). Approaches that address social inclusion for children with disabilities: A critical review. Child & Youth Care Forum, 1–21. DOI: 10.1007/s10566-020-09589-8
- Kontogianni, V., Tourtouras, C., Kyridis, A., & Pehlivanou, E. (2021). Education and social exclusion of children with chronic diseases: The case of schooling within Greek hospitals. International Research in Education, 9(1), 73–92. DOI: 10.5296/ire.v9i1.18599
- Latorre, M., & Blanco, F. (2010). Función profesional del pedagogo en centros hospitalarios como ámbitos educativos excepcionales [The professional role of the pedagogue in hospitals as exceptional educational settings]. Educación XX1, 13(2), 95–116. DOI: 10.5944/educxx1.13.2.239
- Lemke, R. (2004). A hospital school: An intrinsic case study [Unpublished doctoral thesis]. North Carolina State University.
- Lizasoáin, O., & Lieutenant, C. (2002). La pedagogía hospitalaria frente a un niño con pronóstico fatal. Reflexiones en torno a la necesidad de una formación profesional específica [Hospital education for children with a fatal prognosis. Reflections on the need for specific professional training]. Estudios sobre Educación, 2, 157–165. DOI: 10.15581/004.2.25670
- Maslow, G. R., Haydon, A. A., Ford, C. A., & Halpern, C. T. (2011). Young adult outcomes of children growing up with chronic illness: An analysis of the National Longitudinal Study of Adolescent Health. Archives of Pediatrics & Adolescent Medicine, 165(3), 256–261. DOI: 10.1001/archpediatrics.2010.287
- McNamara, F. (2024). The professional development needs of hospital teachers in Ireland: An exploratory case study. Continuity in Education, 5(1), 50–65. DOI: 10.5334/cie.123
- Molina, M. C., Arredondo, T., & González, J. (2019).
Buenas prácticas e innovación en el contexto de la educación inclusiva [Good practice and innovation in the context of inclusive education] . In M. C. Molina, T. M. Arredondo, & J. P. González (Eds.), Good practices and innovation in hospital pedagogy. Hospital and home care [Buenas prácticas e innovación en pedagogía hospitalaria. La atención hospitalaria y domiciliaria] (pp. 17–24). Ed. Octaedro. - Muñoz-Violant, S., Violant-Holz, V., & Rodríguez, M. J. (2023). Factors of well-being of youth with complex medical conditions from the experience of hospitalization and convalescence: A pilot study. Plos One, 18(5),
e0285213 . DOI: 10.1371/journal.pone.0285213 - Nasir, A., Nasir, L., Tarrell, A., Finken, D., Lacroix, A., Pinninti, S., … & McCarthy, M. (2019). Complexity in pediatric primary care. Primary Health Care Research & Development, 20,
e59 . DOI: 10.1017/S146342361800035X - Observatorio Internacional en Pedagogía Hospitalaria. (2022, October 6). Camila’s story [video]. YouTube.
https://www.youtube.com/watch?v=UhNii42NZWk&t=4s - Ormiston, H. E., Husmann, P. R., Wikel, K. C., Ruark, C., Reisinger, D. L., & Curtin, M. J. (2024). An exploratory study of educators’ perspectives towards hospital school program support for children with special health care needs after hospitalization. Continuity in Education, 5(1), 31–49. DOI: 10.5334/cie.110
- Pini, S., Gardner, P., & Hugh-Jones, S. (2019). How and why school is important to teenagers with cancer: Outcomes from a photo-elicitation study. Journal of Adolescent and Young Adult Oncology, 8(2), 157–164. DOI: 10.1089/jayao.2018.0068
- Plage, S., Kuskoff, E., Hoang, N. P., & Povey, J. (2022). Educational participation of primary school children with cancer from a life course perspective: A critical review of the literature. International Journal of Educational Research, 114, 101990. DOI: 10.1016/j.ijer.2022.101990
- Requena, M. L. (2015). La escolarización hospitalaria como práctica de cuidado de los padecimientos de niños “gravemente enfermos” [The hospital school as a practice of caring for the ailments of “seriously ill” children]. Revista de Crítica Social, 17. DOI: 10.62174/arg.2015.1387
- Ruiz, M., García, L., & Ochoa, B. (2020). Necesidades de formación en pedagogía hospitalaria, valoración de expertos en materia de competencias docentes específicas profesorado [Training needs in hospital pedagogy, expert assessment of specific teaching competencies]. Revista de Currículum y Formación de Profesorado, 24(3), 223–245. DOI: 10.30827/profesorado.v24i3.8130
- Spencer, B. K., Wright, J., Flemming, K., Cottrell, D., & Pini, S. (2023). School lives of adolescent school students living with chronic physical health conditions: A qualitative evidence synthesis. Archives of Disease in Childhood, 108(3), 225–229. DOI: 10.1136/archdischild-2022-324874
- Steinke, S. M., Elam, M., Irwin, M. K., Sexton, K., & McGraw, A. (2016). Pediatric hospital school programming: An examination of educational services for students who are hospitalized. Physical Disabilities: Education and Related Services, 35(1), 28–45. DOI: 10.14434/pders.v35i1.20896
- Sukhanova, G., & Sharikov, S. (2020). Features of recruitment of hospital teachers to work with long-term ill children. In International online forum (pp. 655–666). Springer, Cham. DOI: 10.1007/978-3-030-60926-9_82
- Teddlie, C., & Tashakkori, A. (2012). Common “core” characteristics of mixed methods research a review of critical issues and call for greater convergence. American Behavioral Scientist, 56(6), 774–788. DOI: 10.1177/0002764211433795
- UNESCO. (2016). Educación 2030: Declaración de Incheon y marco de acción para la realización del objetivo de desarrollo sostenible [Education 2030: Incheon Declaration and framework for action for the implementation of sustainable development Goal 4].
https://unesdoc.unesco.org/ark:/48223/pf0000245656_spa