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Archaeology International
Architecture_MPS
Europe and the World: A law review
Film Education Journal
History Education Research Journal
International Journal of Development Education and Global Learning
International Journal of Social Pedagogy
Jewish Historical Studies: A Journal of English-Speaking Jewry
Journal of Bentham Studies
London Review of Education
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Research for All
The Journal of the Sylvia Townsend Warner Society
The London Journal of Canadian Studies
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The role(s) of student voice in 14–19 education policy reform: reflections on consultation and participation
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Tracing the Evolution of Student Voice in Educational Research
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Author(s):
Alison Cook-Sather
Publication date
(Online):
August 18 2018
Publisher:
Springer Singapore
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Teaching and learning evolution
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‘Voice’ is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child
S Lundy
(2007)
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Transformative approaches to student voice: theoretical underpinnings, recalcitrant realities
Michael Fielding *
(2004)
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Authorizing Students' Perspectives: Toward Trust, Dialogue, and Change in Education
A. Cook-Sather
(2002)
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Book Chapter
Publication date (Print):
2018
Publication date (Online):
August 18 2018
Pages
: 17-38
DOI:
10.1007/978-981-13-1858-0_2
SO-VID:
7b6a7525-ea33-4915-8f6f-77a16fa5c47d
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Book chapters
pp. 1
Using Student Voice to Challenge Understandings of Educational Research, Policy and Practice
pp. 17
Tracing the Evolution of Student Voice in Educational Research
pp. 39
Voice and the Ethics of Children’s Agency in Educational Research
pp. 55
Representing Youth Voices in Indigenous Community Research
pp. 71
Marginalised Youth Speak Back Through Research: Empowerment and Transformation of Educational Experience
pp. 87
Challenges of Student Voice Within a Context of Threatened Identities
pp. 103
Gathering and Listening to the Voices of Māori Youth: What Are the System Responses?
pp. 127
Foregrounding the Stories of Secondary School Students with Disabilities
pp. 143
Students’ Voice Shifting the Gaze from Measured Learning to the Point of Learning
pp. 159
Beyond the Official Language of Learning: Teachers Engaging with Student Voice Research
pp. 179
Student Voice, Citizenship and Regulated Spaces
pp. 197
Teachers and Power in Student Voice: ‘Finger on the Pulse, not Children Under the Thumb’
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