Citations (25)
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Gillian Kidman. (2018) School geography: what interests students, what interests teacher?. International Research in Geographical and Environmental Education 27:4, pages 311-325.
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Jessica Gerrard. (2014) Counter-narratives of educational excellence: free schools, success, and community-based schooling. British Journal of Sociology of Education 35:6, pages 876-894.
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Benny
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Galit Hagay & Ayelet Baram-Tsabari. (2012) Including Students’ Voices as Engagement With Curriculum: Perspectives From a Secondary Biology Course. Canadian Journal of Science, Mathematics and Technology Education 12:2, pages 160-177.
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Stephen Gorard. (2011) The potential determinants of young people's sense of justice: an international study. British Journal of Sociology of Education 32:1, pages 35-52.
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Chrysanthi Gkolia, Mark Brundrett & Jackie Switzer. (2009) An Education Action Zone at work: primary teacher perceptions of the efficacy of a creative learning and collaborative leadership project. Education 3-13 37:2, pages 131-144.
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Dennis Thiessen. (2006) Student Knowledge, Engagement, and Voice in Educational Reform. Curriculum Inquiry 36:4, pages 345-358.
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Joan Whitehead & Bernie Fitzgerald. (2006) Professional learning through a generative approach to mentoring: lessons from a Training School partnership and their wider implications. Journal of Education for Teaching 32:1, pages 37-52.
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Stella Chong
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Articles from other publishers (16)
Satu Taskinen, Satu Uusiautti & Kaarina Määttä. 2019. Human Migration in the Arctic. Human Migration in the Arctic
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Reetta Niemi, Kristiina Kumpulainen & Lasse Lipponen. (2018) The use of a diamond ranking and peer interviews to capture pupils’ perspectives. Improving Schools 21:3, pages 240-254.
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Dana Mitra. (2018) Student voice in secondary schools: the possibility for deeper change. Journal of Educational Administration 56:5, pages 473-487.
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Bangran Ryu & 이성회. (2014) An analysis of the English ‘Education Action Zone(EAZ)’ policy and the formation of social capital. Korean journal of sociology of education 24:2, pages 117-144.
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Gillean McCluskey. (2012) ‘Youth is Present Only When Its Presence is a Problem’: Voices of Young People on Discipline in School. Children & Society 28:2, pages 93-103.
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Gerry Czerniawski. (2012) Repositioning trust: a challenge to inauthentic neoliberal uses of pupil voice. Management in Education 26:3, pages 130-139.
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Paul Moran & Mark Murphy. (2011) Habermas, Pupil Voice, Rationalism, and Their Meeting with Lacan’s Objet Petit A. Studies in Philosophy and Education 31:2, pages 171-181.
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Kathryn Moyle, Guus Wijngaards & Susanne Owen. 2012. Student Reactions to Learning with Technologies. Student Reactions to Learning with Technologies
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Galit Hagay & Ayelet Baram-Tsabari. (2010) A Shadow Curriculum: Incorporating Students’ Interests into the Formal Biology Curriculum. Research in Science Education 41:5, pages 611-634.
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Pelagia Soultatou, Peter Duncan, Kyriacos Athanasiou & Irena Papadopoulos. (2011) Health needs: policy plan and school practice in Greece. Health Education 111:4, pages 266-282.
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Gillian Kidman. (2009) What is an ‘Interesting Curriculum’ for Biotechnology Education? Students and Teachers Opposing Views. Research in Science Education 40:3, pages 353-373.
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Dana L. Mitra. (2009) Collaborating with Students: Building Youth‐Adult Partnerships in Schools. American Journal of Education 115:3, pages 407-436.
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Pelagia SoultatouPeter Duncan. (2009) Exploring the reality of applied partnerships: The case of the Greek school health education curriculum. Health Education Journal 68:1, pages 34-43.
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Mollie Galloway, Denise Pope & Jerusha Osberg. 2007. International Handbook of Student Experience in Elementary and Secondary School. International Handbook of Student Experience in Elementary and Secondary School
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Ayelet Baram-Tsabari, Ricky J. Sethi, Lynn Bry & Anat Yarden. (2006) Using questions sent to an Ask-A-Scientist site to identify children's interests in science. Science Education 90:6, pages 1050-1072.
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