94
Views
5
CrossRef citations to date
0
Altmetric
Original Articles

Students as Action Research Partners: A New Zealand Example

Authors Examine How One Teacher in New Zealand Engaged in Collaborative Action Research with Her Students

Pages 19-26 | Published online: 26 Aug 2015

References

  • Atweh, B., & Bland, D. (2004). Problematics in young people as researchers: Visions and voices. Paper presented at the Social Change in the 21st Century Conference, Queensland University of Technology, Brisbane, QLD.
  • Beane, J. (1993). Problems and possibilities for an integrative curriculum. Middle School Journal, 25(1), 18–23.
  • Bishop, P., & Pflaum, S. (2005). Reaching and teaching middle school learners: Asking students to show us what works. Thousand Oaks, CA: Corwin.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.
  • Bragg, S. (2001). Taking a joke: Learning from the voices we don’t want to hear. Forum, 43, 70–73.
  • Brinegar, K. & Bishop, P. (2011). Student learning and engagement in the context of curriculum integration. Middle Grades Research Journal, 6(4), 207–222.
  • Brodhagen, B. (2001). Varied teaching and learning approaches. In T. Erb (Ed.), This we believe … and now we must act (pp. 69–77). Westerville, OH: Routledge.
  • Caskey, M. (Ed.) (2005). Action research at the middle level: Teachers and administrators in action. Volume 5 in The handbook of research in middle level education. American Educational Research Association's Middle Level Education Research Special Interest Group. Greenwich, CT: Information Age.
  • Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19, 5–28.
  • Collins, S. (2004). Ecology and ethics in participatory collaborative action research: An argument for the authentic participation of students in educational research. Educational Action Research, 12, 347–362.
  • Heritage, M. (2009). Using self-assessment to chart students' paths. Middle School Journal, 40(5), 27–30.
  • Kuntz, S. (2005). The story of Alpha: A multiage, student-centered team—33 years and counting. Westerville, OH: Routledge.
  • Little, J. (2004). ‘Looking at student work’ in the United States: A case of competing impulses in professional development. In C. Day & J. Sachs (Eds.), International handbook on the continuing professional development of teachers (pp. 94–118). Berkshire, UK: Open University Press.
  • Lodge, C. (2008). Engaging student voice to improve pedagogy and learning: An exploration of examples of innovative pedagogical approaches for school improvement. International Journal of Pedagogies and Learning, 4(5), 4–19.
  • National Middle School Association. (2003). This we believe: Successful schools for young adolescents. Westerville, OH: Author.
  • Powell, R., & Faircloth, C. (1997). Current issues and research in middle level curriculum: On conversations, semantics, and roots. In J. Irvin (Ed.), What current research says to the middle level practitioner (209–219). Columbus, OH: Routledge.
  • Silverman, D. (2005). Doing qualitative research (2nd ed.). London, UK: Sage.
  • Stevenson, C. (2001). Teaching ten to fourteen year olds. New York: Allyn & Bacon.
  • Thiessen, D. & Cook-Sather, A. (2007). Introduction to section three. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 579–585). Dordrecht, The Netherlands: Springer.
  • Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
  • Toepfer, C. (1997). Middle level curriculum's serendipitous history. In J. Irvin (Ed.), What current research says to the middle level practitioner (163–178). Columbus, Ohio: Routledge.
  • Yonezawa, S., & Jones, M. (2009). Student voices: Generating reform from the inside out. Theory into Practice, 48, 205–212.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.