Citations (42)
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Brandilynn J. Villarreal, Kimberly Vincent-Layton, Edelmira Reynoso, Kayla Begay & Kimberly N. White. (2023) Do students perceive faculty as responsible for equitable learning environments? Results from a mixed-methods study. Higher Education Research & Development 42:4, pages 1000-1015.
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Dalia Jamal Alghamdi. (2022) The impact of using book clubs among female teachers in their professional development in Saudi Arabia. Cogent Education 9:1.
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Jasvir Kaur Nachatar Singh. (2019) Evidence and benefits of postgraduate international students-staff members partnership in extra-curricular activities: a Malaysian perspective. Higher Education Research & Development 38:7, pages 1475-1488.
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Peter Felten, Sophia Abbot, Jordan Kirkwood, Aaron Long, Tanya Lubicz-Nawrocka, Lucy Mercer-Mapstone & Roselynn Verwoord. (2019) Reimagining the place of students in academic development. International Journal for Academic Development 24:2, pages 192-203.
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Jacob Klitmøller. (2018) Between ‘pedagogy’ and ‘Pädagogik’: a critique of lived pedagogy. Education 3-13 46:7, pages 838-850.
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Mary Beth Burgoyne & Kim Chuppa-Cornell. (2018) ‘If I tried this idea again: developing faculty professional growth through reflective practice. Reflective Practice 19:6, pages 818-831.
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Alison Cook-Sather, Joel Alden Schlosser, Abigail Sweeney, Laurel M. Peterson, Kimberly Wright Cassidy & Ana Colón García. (2018) The pedagogical benefits of enacting positive psychology practices through a student–faculty partnership approach to academic development. International Journal for Academic Development 23:2, pages 123-134.
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Eimear Enright, Leanne Coll, Deirdre Ní Chróinín & Mary Fitzpatrick. (2017) Student voice as risky praxis: democratising physical education teacher education. Physical Education and Sport Pedagogy 22:5, pages 459-472.
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Claire Dickerson, Joy Jarvis & Lewis Stockwell. (2016) Staff–student collaboration: student learning from working together to enhance educational practice in higher education. Teaching in Higher Education 21:3, pages 249-265.
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Jane Seale. (2016) How can we confidently judge the extent to which student voice in higher education has been genuinely amplified? A proposal for a new evaluation framework. Research Papers in Education 31:2, pages 212-233.
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Kathrine Jensen & Liz Bennett. (2016) Enhancing teaching and learning through dialogue: a student and staff partnership model. International Journal for Academic Development 21:1, pages 41-53.
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Alison Cook-Sather & Alia Luz. (2015) Greater engagement in and responsibility for learning: what happens when students cross the threshold of student–faculty partnership. Higher Education Research & Development 34:6, pages 1097-1109.
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Alison Cook-Sather. (2014) Student-faculty partnership in explorations of pedagogical practice: a threshold concept in academic development. International Journal for Academic Development 19:3, pages 186-198.
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Kathija Adam, Denise Zinn, Hermione Kemp & Carl Pieterse. (2014) Humanising research through research: The inclusion of student voice in curriculum renewal. Education as Change 18:sup1, pages S63-S76.
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Larike H. Bronkhorst, Paulien C. Meijer, Bob Koster & Jan D. Vermunt. (2014) Deliberate practice in teacher education. European Journal of Teacher Education 37:1, pages 18-34.
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Jody Cohen, Alison Cook-Sather, Alice Lesnick, Zanny Alter, Rachel Awkward, Fabiola Decius, Laura Hummer, Saskia Guerrier, Maggie Larson & Lily Mengesha. (2013) Students as leaders and learners: towards self-authorship and social change on a college campus. Innovations in Education and Teaching International 50:1, pages 3-13.
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Catherine Bovill, Alison Cook‐Sather & Peter Felten. (2011) Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers. International Journal for Academic Development 16:2, pages 133-145.
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Alison Cook‐Sather. (2011) Layered learning: student consultants deepening classroom and life lessons. Educational Action Research 19:1, pages 41-57.
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Anne Dalke & Alice Lesnick. (2011) Teaching Intersections, Not Assessments: Celebrating the Surprise of Gift Giving and Gift Getting in the Cultural Commons. Journal of Curriculum and Pedagogy 8:1, pages 75-96.
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Alison Cook-Sather. (2010) Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability. Curriculum Inquiry 40:4, pages 555-575.
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Alison Cook-Sather, Jody Cohen & Zanny Alter. (2010) Students Leading the Way Toward Social Justice Within and Beyond the Classroom. Equity & Excellence in Education 43:2, pages 155-172.
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Alison Cook-Sather. (2009) “I Am Not Afraid to Listen”: Prospective Teachers Learning From Students. Theory Into Practice 48:3, pages 176-183.
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Articles from other publishers (20)
Francesca S. Sartorio & Huw Thomas. (2019) Freire and Planning Education: The Pedagogy of Hope for Faculty and Students. Journal of Planning Education and Research 42:4, pages 668-678.
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Martin East, Constanza Tolosa, Jocelyn Howard, Christine Biebricher & Adèle ScottMartin East, Constanza Tolosa, Jocelyn Howard, Christine Biebricher & Adèle Scott. 2022. Journeys Towards Intercultural Capability in Language Classrooms. Journeys Towards Intercultural Capability in Language Classrooms
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David Starr-Glass. 2019. Scholarly Publishing and Research Methods Across Disciplines. Scholarly Publishing and Research Methods Across Disciplines
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Sophia Abbot & Emily O. Gravett. 2018. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education
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Sophia Abbot & Emily O. Gravett. 2018. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education
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Sophia Abbot & Emily O. Gravett. 2018. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education
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Sophia Abbot & Emily O. Gravett. 2017. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education
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Diane Kenwright, Wei Dai, Bonnie White, Joshua Smith, Shaun Collings & Rebecca Grainger. (2017) Co-creation Improves Pre-exam Motivation and Self-Efficacy for Medical Students. Medical Science Educator 27:4, pages 651-656.
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Alison Cook-Sather. (2017) Virtual forms, actual effects: how amplifying student voice through digital media promotes reflective practice and positions students as pedagogical partners to prospective high school and practicing college teachers. British Journal of Educational Technology 48:5, pages 1143-1152.
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Maria Kecskemeti, Carol Hamilton & Ashlie Brink. 2017. Realising Innovative Partnerships in Educational Research. Realising Innovative Partnerships in Educational Research
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Alison Cook-Sather. (2015) Dialogue across Differences of Position, Perspective, and Identity: Reflective Practice in/on a Student-Faculty Pedagogical Partnership Program. Teachers College Record: The Voice of Scholarship in Education 117:2, pages 1-42.
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David Starr-Glass. 2015. Handbook of Research on Scholarly Publishing and Research Methods. Handbook of Research on Scholarly Publishing and Research Methods
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Sophia Abbot, Alison Cook-Sather & Carola Hein. (2014) Mapping Classroom Interactions: A Spatial Approach to Analyzing Patterns of Student Participation. To Improve the Academy 33:2, pages 131-152.
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Alison Cook-Sather. (2013) Multiplying perspectives and improving practice: what can happen when undergraduate students collaborate with college faculty to explore teaching and learning. Instructional Science 42:1, pages 31-46.
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Alison Cook-Sather & Praise Agu. (2013) 16: STUDENT CONSULTANTS OF COLOR AND FACULTY MEMBERS WORKING TOGETHER TOWARD CULTURALLY SUSTAINING PEDAGOGY. To Improve the Academy 32:1, pages 271-285.
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Ulf-Daniel EhlersUlf-Daniel Ehlers. 2013. Open Learning Cultures. Open Learning Cultures
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Larike H. Bronkhorst, Paulien C. Meijer, Bob Koster & Jan D. Vermunt. (2011) Fostering meaning-oriented learning and deliberate practice in teacher education. Teaching and Teacher Education 27:7, pages 1120-1130.
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Alison Cook-Sather. (2011) 16: TEACHING AND LEARNING TOGETHER. To Improve the Academy 29:1, pages 219-232.
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Alison Cook‐Sather & Zanny Alter. (2011) What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education. Anthropology & Education Quarterly 42:1, pages 37-53.
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Alice Lesnick & Alison Cook-Sather. (2009) Building Civic Capacity on Campus Through a Radically Inclusive Teaching and Learning Initiative. Innovative Higher Education 35:1, pages 3-17.
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