References
- Beale, N. (2008). Young people, citizenship, health and participatory research: Connections and disjunctions in field-based research. ACME Editorial Collective, 7, 152–172.
- Biesta, G. (2007). Why ‘what works’ won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22.10.1111/edth.2007.57.issue-1
- Biesta, G. (2010). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29, 491–503.10.1007/s11217-010-9191-x
- Bragg, S. (2003). Student voice and governmentality: The production of enterprising subjects. Paper presented at the British Educational Research Association Annual Conference, Edinburgh.
- Bragg, S., & Fielding, M. (2005). ‘It’s an equal thing ... It’s about achieving together’: Student voice and the possibility of radical collegiality. In H. Street & J. Temperley (Eds.), Improving schools through collaborative inquiry (pp. 105–135). London: Continuum.
- Burke, C., & Grosvenor, I. (2003). The school I’d like: Children and young people’s reflections on an education for the 21st century. London: Routledge.
- Cochran-Smith, M. (2008). The new teacher education in the United States: Directions forward. Teachers and Teaching: Theory and Practice, 14, 271–282.10.1080/13540600802037678
- Cockburn, T. (2007). Partners in power: A radically pluralistic form of participative democracy for children and young people. Children and Society, 21, 446–457.10.1111/j.1099-0860.2006.00078.x
- Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. New York, NY: Teachers’ College Press.
- Cook-Sather, A. (2010). Students as learners and teachers: Taking responsibility, transforming education, and redefining accountability. Curriculum Inquiry, 40, 555–575.10.1111/curi.2010.40.issue-4
- Dadds, M. (2003). Dissidence, difference and diversity in action research. Educational Action Research, 11, 265–282.10.1080/09650790300200209
- Department for Education. (2013). New randomised controlled trials will drive forward evidence-based research [press release]. Retrieved August 1, 2013, from https://http://www.gov.uk/government/news/new-randomised-controlled-trials-will-drive-forward-evidence-based-research
- Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30, 295–311.10.1080/0141192042000195236
- Fielding, M. (2008). Beyond student voice to democratic community. Paper presented at New Developments in Student Voice: Shaping Schools for the Future, Birbeck College, University of London, London.
- Fielding, M., & McGregor, J. (2005, April). Deconstructing student voice: New spaces for dialogue or new opportunities for surveillance? Paper presented at the American Educational Research Annual Conference, Montreal.
- Fielding, M., & Moss, P. (2011). Radical education and the common school. London: Routledge.
- Flutter, J. (2007). Teacher development and pupil voice. Curriculum Journal, 18, 343–354.10.1080/09585170701589983
- Gillham, J. (Ed.). (2000). The science of optimism and hope. Radnor, PA: The Templeton Foundation.
- Goldacre, B. (2013). Building evidence into education. London: British Department for Education.
- Groundwater-Smith, S., Mitchell, J., Mockler, N., Ponte, P., & Ronnerman, K. (2013). Facilitating practitioner research: Developing transformational partnerships. London: Routledge.
- Groundwater-Smith, S., & Mockler, N. (2007). Ethics in practitioner research: An issue of quality. Research Papers in Education, 22, 199–211.10.1080/02671520701296171
- Groundwater-Smith, S., & Mockler, N. (2009). Teacher professional learning in an age of compliance: Mind the gap. Dordrecht: Springer.
- Hall, E. (2009). Engaging in and engaging with research: Teacher inquiry and development. Teachers and Teaching: Theory and Practice, 15, 669–681.10.1080/13540600903356985
- Hargreaves, D. (1996). Teaching as a research based profession. London: Teacher Training Agency.
- Hargreaves, D. (1997). In defence of research for evidence‐based teaching: A rejoinder to Martyn Hammersley. British Educational Research Journal, 23, 405–419.10.1080/0141192970230402
- Hart, R. (1992). Children’s participation: From tokenism to citizenship. Innocenti Essay 4. Florence: UNICEF/ICDC. Retrieved from http://www.unicef-irc.org/publications/100
- Haynes, L., Goldacre, B., & Torgerson, D. (2012). Test, learn, adapt: Developing public policy with randomised controlled trials. London: Cabinet Office, Behavioural Insights Team.
- Hill, M., Davis, J., Prout, A., & Tisdall, K. (2004). Moving the participation agenda forward. Children and Society, 18, 77–96.10.1002/(ISSN)1099-0860
- Kemmis, S. (2006). Participatory action research and the public sphere. Educational Action Research, 14, 459–476.10.1080/09650790600975593
- Lather, P. (2006). This is your father’s paradigm: Government intrusion and the case of qualitative research in education. In N. Denzin & M. Giardina (Eds.), Qualitative inquiry and the conservative challenge (pp. 31–55). Walnut Creek, CA: Left Coast Press.
- McIntyre, D., Pedder, D., & Rudduck, J. (2005). Pupil voice: Comfortable and uncomfortable learnings for teachers. Research Papers in Education, 20, 149–168.10.1080/02671520500077970
- McKenna, H., Ashton, S., & Keeney, S. (2004). Barriers to evidence based practice in primary care: A review of the literature. International Journal of Nursing Studies, 41, 369–378.10.1016/j.ijnurstu.2003.10.008
- Mitra, D. (2004). The significance of students: Can increasing ‘student voice’ in schools lead to gains in youth development? Teachers College Record, 106, 651–688.10.1111/tcre.2004.106.issue-4
- Mockler, N. (2011a). Becoming and ‘being’ a teacher: Understanding teacher professional identity. In N. Mockler & J. Sachs (Eds.), Rethinking educational practice through reflexive inquiry (pp. 123–138). Dordrecht: Springer.10.1007/978-94-007-0805-1
- Mockler, N. (2011b). Beyond ‘what works’: Understanding teacher identity as a practical and political tool. Teachers and Teaching, 17, 517–528.10.1080/13540602.2011.602059
- Raymond, L. (2001). Student involvement in school improvement: From data source to significant voice. Forum, 43, 58–61.
- Rudduck, J., & Fielding, M. (2006). Student voice and the perils of popularity. Educational Review, 58, 219–231.10.1080/00131910600584207
- Sachs, J., & Mockler, N. (2012). Performance cultures of teaching: Threat or opportunity? In C. Day (Ed.), Routledge international handbook on teacher and school development (pp. 33–43). Abingdon: Routledge.
- Said, E. (1994). Representations of the intellectual: The 1993 Reith lectures. London: Vintage.
- Shier, H. (2001). Pathways to participation: Openings, opportunities and obligations. Children and Society, 15, 107–117.10.1002/(ISSN)1099-0860
- Wood, B. (2014). Participatory capital: Bourdieu and citizenship education in diverse school communities. British Journal of Sociology of Education, 35, 578–597. doi:10.1080/01425692.2013.777209