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Citations (58)
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Read on this site (20)
Shehreen Iqtadar. (2024) “Who Created These Rules?”: Narrative Accounts of Two First Generation Black African Immigrant Students with Dis/Ability Labels. Educational Studies 60:2, pages 177-198.
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Barbara L. Pazey, Colleen M. Eddy & Karen Bump. (2024) Applying an Equity Framework to Develop Inclusive Visions of STEM Teaching: Honoring the Voices of Students with Dis/Abilities. Action in Teacher Education 46:1, pages 75-93.
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Shuting (Alice) Sun, Xuesong (Andy) Gao, Bita Dwi Rahmani, Priyanka Bose & Chris Davison. (2023) Student voice in assessment and feedback (2011–2022): a systematic review. Assessment & Evaluation in Higher Education 48:7, pages 1009-1024.
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Lotem Perry-Hazan & Anit Somech. (2023) Conceptualising student participation in school decision making: an integrative model. Educational Review 75:6, pages 1202-1223.
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Odeta Manahasa & Edmond Manahasa. (2022) Trained and untrained children explore school spaces in Albania: assessment and participation in children’s well-being. Building Research & Information 50:8, pages 827-844.
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Cassandra Iannucci & Melissa Parker. (2022) Beyond Lip Service: Making Student Voice a (Meaningful) Reality in Elementary Physical Education. Journal of Physical Education, Recreation & Dance 93:8, pages 41-49.
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Craig Skerritt, Joe O’Hara, Martin Brown, Gerry McNamara & Shivaun O’Brien. (2022) Student voice and the school hierarchy: the disconnect between senior leaders and teachers. Oxford Review of Education 48:5, pages 606-621.
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Marta Sandoval & Kyriaki Messiou. (2022) Students as researchers for promoting school improvement and inclusion: a review of studies. International Journal of Inclusive Education 26:8, pages 780-795.
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Jerusha O. Conner. (2022) Educators’ experiences with student voice: how teachers understand, solicit, and use student voice in their classrooms. Teachers and Teaching 28:1, pages 12-25.
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Eve Mayes, Rosalyn Black & Rachel Finneran. (2021) The possibilities and problematics of student voice for teacher professional learning: lessons from an evaluation study. Cambridge Journal of Education 51:2, pages 195-212.
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Wendy Cavendish, David J. Connor, Louis Olander & Armineh Hallaran. (2020) Preparing for their Future: Perspectives of High School Students with Learning Disabilities about Transition Planning. Exceptionality 28:5, pages 349-361.
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Wendy Cavendish, David Connor, Taucia Gonzalez, Patrick Jean-Pierre & Kenneth Card. (2020) Troubling “The Problem” of racial overrepresentation in special education: a commentary and call to rethink research. Educational Review 72:5, pages 567-582.
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Alison Cook-Sather. (2020) Student voice across contexts: Fostering student agency in today’s schools. Theory Into Practice 59:2, pages 182-191.
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David Connor, Wendy Cavendish, Taucia Gonzalez & Patrick Jean-Pierre. (2019) Is a bridge even possible over troubled waters? The field of special education negates the overrepresentation of minority students: a DisCrit analysis. Race Ethnicity and Education 22:6, pages 723-745.
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Lucas Walsh, Rosalyn Black, David Zyngier & Venesser Fernandes. (2019) Harnessing student voice and leadership: a study of one Australian Indigenous leadership program. Pedagogy, Culture & Society 27:3, pages 383-401.
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Jennifer Charteris & Dianne Smardon. (2019) ‘Student voice in learning: instrumentalism and tokenism or opportunity for altering the status and positioning of students?’. Pedagogy, Culture & Society 27:2, pages 305-323.
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David Hernández-Saca & Mercedes Adell Cannon. (2019) Interrogating disability epistemologies: towards collective dis/ability intersectional emotional, affective and spiritual autoethnographies for healing. International Journal of Qualitative Studies in Education 32:3, pages 243-262.
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David T. Lardier$suffix/text()$suffix/text(), Kathryn G. Herr, Pauline Garcia-Reid & Robert J. Reid. (2018) Adult youth workers’ conceptions of their work in an under-resourced community in the United States. Journal of Youth Studies 21:8, pages 1029-1044.
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Kyriaki Messiou, Jay de los Reyes, Chinmaya Potnis, Ping Dong & Vivienne Kachollom Rwang. Student voice for promoting inclusion in primary schools. International Journal of Inclusive Education 0:0, pages 1-15.
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Kyriaki Messiou & Amy Lowe. Developing student-researchers in primary schools through inclusive inquiry. Educational Action Research 0:0, pages 1-16.
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Articles from other publishers (38)
Hind Alharbi & Shehreen Iqtadar. (2024)
‘
I never feel like I am prepared enough
’: Teachers' self‐efficacy, challenges and experiences teaching students with disabilities
. Journal of Research in Special Educational Needs.
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Zhongyan Zhang & Xiaoge Chen. (2024) An analysis of students’ perceptions of teachers’ questioning in secondary biology classrooms. Disciplinary and Interdisciplinary Science Education Research 6:1.
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Phillandra S. Smith & Beth Myers. (2024) Narrating Access and Agency: Students With Intellectual Disability Share Their Experiences With Higher Education. Remedial and Special Education.
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Alexandra Newson, Sarah Quinn & Rhonda N. T. Nese. (2024) Examining the utilization of participatory research with autistic youth in mainstream/public schools: a scoping review. Frontiers in Education 8.
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Osly J. Flores & Joonkil Ahn. (2024) “Kids Have Taught Me. I Listen to Them”: Principals Legitimizing Student Voice in Their Leadership. AERA Open 10.
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Melanie Bertrand, Maneka Deanna Brooks & Ashley D. Domínguez. (2020) Challenging Adultism: Centering Youth as Educational Decision Makers. Urban Education 58:10, pages 2570-2597.
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Xiaodong Zhang. (2021) Democratizing the Online Materials-Based Classroom: What Can Student Writers’ Voices Offer?. RELC Journal 54:3, pages 744-756.
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Wendy Cavendish, Deborah Perez & Lydia Ocasio-Stoutenburg. (2022) Lifting as You Climb: Social Capital Development Through Aspirational Peer Mentoring. Education and Urban Society 55:9, pages 1023-1046.
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Myriam González-Sanz, Ann E. Wilson-Daily, Maria Feliu-Torruella & Alex Ibanez-Etxeberria. (2023) What Type of Learning Methods do Pupils Prefer in Museums and at School? Elementary School Pupil’s Perceptions of Visual Thinking Strategies as Applied at the Barcelona Picasso Museum. SAGE Open 13:4.
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Samantha E. Holquist, Dana L. Mitra, Jerusha Conner & Nikki L. Wright. (2023) What Is Student Voice Anyway? The Intersection of Student Voice Practices and Shared Leadership. Educational Administration Quarterly 59:4, pages 703-743.
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Kristopher Hawk Yeager & Joseph John Morgan. (2022) Transition Perspectives of High School Students With Learning Disabilities: A Qualitative Metasynthesis. Learning Disability Quarterly 46:3, pages 191-203.
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Gianluca Coeli, Anna Planas-Lladó & Pere Soler-Masó. (2023) The relevance of educational contexts in the emergence of Social Withdrawal (hikikomori). A review and directions for future research. International Journal of Educational Development 99, pages 102756.
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Mohamed Mahmood Abdulkarim, Mohamed Alsaeed & Sohail Safdar. (2023) Automatic Content Searching Model During Blended Learning Class Sessions. Automatic Content Searching Model During Blended Learning Class Sessions.
David J. Connor. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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248
.
Sally Ann Ashton-Hay. 2023. Re-imagining Teaching Improvement. Re-imagining Teaching Improvement
265
292
.
Alison Cook‐Sather. (2022) Toward equitable and inclusive school practices: Expanding approaches to “research with” young people. Journal of Adolescent & Adult Literacy 66:3, pages 146-148.
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Ana Cristina Torres & Ana Mouraz. (2021) High school students as researchers about their school: exploring its potential for choices and skills. Improving Schools 25:2, pages 148-160.
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Cassandra Iannucci & Melissa Parker. (2022) Student Voice in Primary Physical Education: A 30-Year Scoping Review of Literature. Journal of Teaching in Physical Education 41:3, pages 466-491.
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Ashley D. Domínguez, Valencia Clement & Melanie Bertrand. (2021) The Bind of Unilateral Power Dynamics and Youth Voice in School Politics. Educational Policy 36:1, pages 169-198.
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Jenna K. Gillett-Swan & Alison Cook-Sather. 2022. Encyclopedia of Teacher Education. Encyclopedia of Teacher Education
1489
1495
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Ben Dyson, Donal Howley & Yanhua Shen. (2021) “It’s Not Just about Listening to the Teacher”. The Elementary School Journal 122:2, pages 257-277.
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Anne T. Ottenbreit-Leftwich, Kyungbin Kwon, Thomas A. Brush, Michael Karlin, Minji Jeon, Katie Jantaraweragul, Meize Guo, Hamid Nadir, Fatih Gok & Parama Bhattacharya. (2021) The impact of an issue-centered problem-based learning curriculum on 6th grade girls’ understanding of and interest in computer science. Computers and Education Open 2, pages 100057.
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Mari-Ana Jones & Sara Bubb. (2020) Student voice to improve schools: Perspectives from students, teachers and leaders in ‘perfect’ conditions. Improving Schools 24:3, pages 233-244.
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Donal Howley, Ben Dyson, Seunghyun Baek, Judy Fowler & Yanhua Shen. (2021) “This Is Not Gym”: Enacting Student Voice Pedagogies to Promote Social and Emotional Learning and Meaningful Physical Education. Frontiers in Sports and Active Living 3.
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Natassa Economidou Stavrou & Ioulia Papageorgi. (2020) ‘Turn up the volume and listen to my voice’: Students’ perceptions of Music in school. Research Studies in Music Education 43:3, pages 366-385.
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Megan Lang & Becky Shelley. (2021) Children as researchers: Wild things and the dialogic imagination. Childhood 28:3, pages 427-443.
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David I. Hernández-Saca. 2021. Dis/ability in the Americas. Dis/ability in the Americas
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Jean-Philippe Després & Francis Dubé. (2020) The Music Learner Voice: A Systematic Literature Review and Framework. Frontiers in Education 5.
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Kyriaki Messiou & Mel Ainscow. (2020) Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools. British Educational Research Journal 46:3, pages 670-687.
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David I. HernÁNdez-Saca. (2019) Youth at the Intersections of Dis/ability, Other Markers of Identity, and Emotionality: Toward a Critical Pedagogy of Student Knowledge, Emotion, Feeling, Affect, and Being. Teachers College Record: The Voice of Scholarship in Education 121:13, pages 1-16.
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David I. Hernández‐Saca. (2019) Re‐Framing Master Narratives of Dis/ability through an Affective Lens: Sophia Cruz’s LD Story at Her Intersections. Anthropology & Education Quarterly 50:4, pages 424-447.
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Adai Tefera. (2019) Listening to and Learning from the Perspectives and Experiences of Black and Latinx Students with Disabilities: Examining the Challenges and Contradictions of High-Stakes Testing Policies. The Urban Review 51:3, pages 457-476.
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Catharine Biddle & Elizabeth Hufnagel. (2019) Navigating the “Danger Zone”: Tone Policing and the Bounding of Civility in the Practice of Student Voice. American Journal of Education 125:4, pages 487-520.
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Jenna K. Gillett-Swan & Alison Cook-Sather. 2019. Encyclopedia of Teacher Education. Encyclopedia of Teacher Education
1
7
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Melanie Bertrand. (2018) Youth Participatory Action Research and Possibilities for Students of Color in Educational Leadership. Educational Administration Quarterly 54:3, pages 366-395.
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Katharine Swain, Donna Pendergast & Joy Cumming. (2018) Student experiences of NAPLAN: sharing insights from two school sites. The Australian Educational Researcher 45:3, pages 315-342.
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David I. Hernández-Saca, Laurie Gutmann Kahn & Mercedes A. Cannon. (2018) Intersectionality Dis/ability Research: How Dis/ability Research in Education Engages Intersectionality to Uncover the Multidimensional Construction of Dis/abled Experiences. Review of Research in Education 42:1, pages 286-311.
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Alison Cook-Sather. 2018. Radical Collegiality through Student Voice. Radical Collegiality through Student Voice
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