Appreciative student voice model – reflecting on an appreciative inquiry research method for facilitating student voice processes

References

• Alerby, E., & Bergmark, U. (2015). Delaktighet för lärande [Participation for learning]. Stockholm: Swedish Agency for Education.
   Google Scholar
• Barnett, B.G., & O’Mahony, G.R. (2006). Developing a culture of reflection: Implications for school improvement. Reflective Practice, 7(4), 499–523.
   Google Scholar
• Bergmark, U., & Kostenius, C. (2009). ‘Listen to me when I have something to say’ - Students’ participation in educational research for sustainable school improvement. Improving Schools, 12(3), 249–260.
   Google Scholar
• Bergmark, U., & Kostenius, C. (2017). Students’ experiences of meaningful encounters and situations involve learning and well-being. Scandinavian Educational Research. doi:10.1080/00313831.2016.1258670
   Google Scholar
• Brady, B. (2006). Developing children’s participation: Lessons from a participatory IT project. Children and Society, 21, 31–41.
   Google Scholar
• Brezicha, K., Bergmark, U., & Mitra, D. (2015). One size does not fit all: Differentiating leadership to support teachers in school reform. Education Administration Quarterly., 51(1), 96–132.
   Web of Science ®Google Scholar
• Bushe, G.R. (2011). Appreciative inquiry: Theory and critique. In D. Boje, B. Burnes, & J. Hassard (Eds.), Routledge Companion To Organizational Change (pp. 87103). Oxford, UK: Routledge.
   Google Scholar
• Calabrese, I.L., San Martin, T., Glasgow, J., & Friesme, S. (2008). The power of an Al 4-D cycle in an non-AYP middle school: Positive direction for eighth-grade teachers. Journal of Research for Educational Leaders, 4(2), 17–42.
   Google Scholar
• Cook-Sather, A. (2002). Authorizing schoolchildren’s perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3–14.
   Google Scholar
• Cook-Sather, A. (2006). Sound, presence, and power: “Student voice” in educational research and reform. Curriculum Inquiry, 36(4), 359–390.
   Web of Science ®Google Scholar
• Cook-Sather, A. (2009). Translation: An alternative framework for conceptualizing and supporting school reform efforts. Educational Theory, 59(2), 217–231.
   Google Scholar
• Cooperrider, D., & Whitney, D. (2005). Appreciative inquiry: A positive revolution in change. San Francisco, CA: Berrett-Koehler.
   Google Scholar
• CRC (1989). United Nations Conventions on the Rights of the Child. www.ohchr.org/en/professionalinterest/pages/crc.aspx (Retrieved from 2017, June 29).
   Google Scholar
• Ghaye, A., & Ghaye, K. (1998). Teaching and learning through critical reflective practice. London: David Fulton.
   Google Scholar
• Ghaye, T. (2008). Building the reflective healthcare organisation. Oxford: Blackwell Publishing.
   Google Scholar
• Ghaye, T., Melander-Wikman, A., Kisare, M., Chambers, P., Bergmark, U., Kostenius, C., & Lillyman, S. (2008). Participatory and appreciative action and reflection (PAAR) – Democratizing reflective practices. Reflective Practice, 9((4)), 361–397.
   Google Scholar
• Holsanova, J. (2012). New methods for studying visual communication and multimodal integration. Visual Communication, 11(3), 251–257.
   Web of Science ®Google Scholar
• Jordan, L., & Thatchenkery, T. (2011). Leadership decision-making strategies using appreciative inquiry: A case study. International Journal Globalisation and Small Business, 4(2), 178–19.
   Google Scholar
• Kidd, W., & Czerniawski, G. (Eds.). (2011). The student voice handbook: Bridging the academic/practitioner divide. London: Emerald Group Publishing Limited.
   Google Scholar
• Kostenius, C. (2011). Picture this – Our dream school! Swedish schoolchildren sharing their visions of school. Childhood, 18(4), 509–525.
   Web of Science ®Google Scholar
• Kostenius, C., & Bergmark, U. (2016). The power of appreciation: Promoting schoolchildren’s health literacy. Health Education., 116(6), 611–626.
   Web of Science ®Google Scholar
• Kurland, H., Peretz, H., & Hertz‐Lazarowitz, R. (2010). Leadership style and organizational learning: The mediate effect of school vision. Journal of Educational Administration, 48(1), 7–30.
   Google Scholar
• Levin, B. (2000). Putting students at the centre in education reform. Journal of Educational Change, 1(2–3), 155–172.
   Google Scholar
• Mitra, D., Serriere, S., & Stoicovy, D. (2012). The role of leaders in enabling student voice. Management in Education, 26(3), 104–112.
   Google Scholar
• Mitra, D.L. (2004). The significance of students: Can increasing “student voice” in schools lead to gains in youth development. Teachers College Record, 106(4), 651–688.
   Web of Science ®Google Scholar
• Reed, J. (2007). Appreciative inquiry. Research for change. Thousand Oaks, CA: Sage.
   Google Scholar
• Regional Ethics Review Board. (2013). Record number 2013-26-31Ö. Umeå University.
   Google Scholar
• Rudduck, J. (2007). Student voice, student engagement, and school reform. In D. Thiessen & A. Cook-Sather (Eds.), International Handbook of Student Experience in Elementary and Secondary school (pp. 587–610). Dordrecht: Springer.
   Google Scholar
• Shuaye, M. (2014). Appreciative Inquiry as a method for participatory change in secondary schools in Lebanon. Journal of Mixed Methods Research, 8(3), 299–307.
   Web of Science ®Google Scholar
• Thomas, F., & Aggleton, P. (2016). A confluence of evidence: What lies behind a “whole school” approach to health education in schools? Health Education, 116(2), 154–176.
   Web of Science ®Google Scholar
• Tschannen-Moran, M., & Tschannen-Moran, B. (2011). Taking a strengths-based focus improves school climate. Journal of School Leadership, 21(3), 422–448.
   Google Scholar
• Van Manen, M., McClelland, J., & Plihal, J. (2007). Naming student experiences and experiencing student naming. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 85–98). Dordrecht: Springer.
   Google Scholar
• Watkins Magruder, J., Mohr, B.J., & Kelly, R. (2011). Appreciative inquiry: Change at the speed of imagination. San Francisco: Wiley.
   Google Scholar
• Wennås Brante, E. (2014). Möte med multimodalt material. Vilken roll spelar dyslexi för uppfattandet av text och bild? [The encounter with multimodal data. What role do dyslexia play for the perception of text and pictures?]. Gothenburg: Gothenburg University.
   Google Scholar
• Willoughby, G., & Tosey, P. (2007). Imagine Meadfield: AI as a process for leading school improvement. Educational Management, Administration, & Leadership, 35(4), 499–520.
   Google Scholar